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1
An Accessibility Approach to Campus Sustainability
Authors: Nattalya Avila
Anne-Elizabeth Clark
Kimberly King
Chang Liu
Annamarie Shrader
Florida State University
For: Public Communication Campaigns
Under the direction of Dr. Laura Arpan
Avila, Clark, King, Liu, Shrader 2
Table of Contents
Problem Statement………………………..…. 3
Background Information…………………………. 5
Target Audience………………………….9
Campaign Environment………………………….12
Campaign Objectives………………………….13
Campaign Messages and Strategies………………………….15
Implementation Plan………………………….18
Evaluation Plan………………………….18
Appendix………………………….20
Methodology………………………….20
Focus Group Summary………………………….22
Message Samples………………………….25
Test Survey………………………….27
Bibliography………………………….42
Avila, Clark, King, Liu, Shrader 3
Problem Statement
Energy consumption has increased consistently in the United States and is projected to
continue to increase in the next 25 years. Total primary energy consumption for the U.S. is
projected to increase by 8.9% by 2040 (U.S. Energy Information Administration, 2015). The
production of energy comes with environmental and health risks; the city of Tallahassee
produces 96% of it’s energy from natural gas (Swiman, 2015). The combustion of fossil fuels
emits more carbon dioxide than any other human activity; it also emits sulphur and nitrogen
oxides and has the potential to emit carbon monoxide (Holdren et al., 2000). There are important
health risks associated with energy production: poor air quality can lead to bronchitis, asthma, or
premature mortality (Hidden Costs of Energy: Unpriced Consequences of Energy Production and
Use, 2009).
Universities around the world are working on reducing their energy consumption. Most
energy consumption on American university campuses comes from within buildings (Peterson,
2007). On the Florida State University campus most of the energy consumption is attributed to
residential and classroom buildings (Swiman, 2015). While most university campaigns have
been geared towards filling a knowledge gap, a 2011 study found support that a “commitment
gap” also exists. The researcher suggests targeting this lack of “commitment to campus
sustainability” (Adams, 2011). Others suggest that lack of feedback about energy use affects the
behaviors students engage in. Students are not made aware of how much energy they are using
and so motivation to change behavior is low (Bekker, 2010).
Several behaviors can be changed to help combat this overconsumption of energy on
college campuses, ranging from simple and easy to much more complicated and expensive:these
include student-controlled activities such as turning off the lights when not in the room,
Avila, Clark, King, Liu, Shrader 4
purchasing and using power strips and unplugging electronics such as chargers and hair styling
tools from the wall when no longer in use. Administration action should also be implemented
such as changing light bulbs to more energy-efficient models, using energy-saving computer
programs and programming vending machines to operate in a more efficient manner (Sofer,
2008).
While not the main focus of this campaign, we do advocate turning off power strips in
residence halls because it is an easily implemented change that makes a major impact. Phantom
energy, or the energy used to power electronics that are plugged in but not on or in use,
contributes to about 10% of the average electric bill thanks to the 25 electronic appliances the
average American household has (Schueler, 2015). Of course, the average dorm room may not
have quite that number, but appliances that are used almost every day by students can add up.
For example, the “average charger uses .26 watts of energy when not in use and 2.24 watts even
when a fully charged device is connected to it (Schueler, 2015).” Many students already have
power strips in their residence halls and use them; they may simply neglect to turn them off
when not in use. By taking into consideration the impact of the phantom load on energy use, we
hope to inspire the residents to unplug unused appliances and therefore facilitate an environment
in which they can continue in the energy saving process.
Avila, Clark, King, Liu, Shrader 5
Background Information
A typical student
Florida State University (FSU) is home to approximately 41,000 students, 20% of whom
reside in University housing (College Board & Nelnet, 2014); 100% of whom use electronic
devices daily. Students living on the Florida State University campus do not pay a per month fee
for electricity/power use. Therefore, they are neither monetarily rewarded nor punished for
conserving or using energy. In a survey, the majority of college students indicated that they
supported energy-saving initiatives and would be willing to participate in such campaigns
(Gollotti, 2009).
Targeted behaviors
The current campaign will focus on increasing three energy conserving behaviors in the
residence halls: using daylight instead of artificial lighting (turning off lights), turning off
computers when not in use, and unplugging appliances that are not in use. These three behaviors
were chosen because of their impact level and feasibility.
Turning off computers:
Personal computers are one of the fastest growing uses of electricity in the United States
(Allaway, 2002). A desktop computer can use as much as 250 watts of electricty; laptops use
anywhere from 15-45 watts (Peters). According to a study by the Pew Center, 88% of
undergraduates have a laptop computer and 59% own a desktop computer (2011). This is a
cause for concern. With 41,000 students on campus, the amount of electricity used on computers
alone can be damaging. It is suggested that computers should be turned off when not in use for
more than 15-30 minutes (Allaway, 2002). Texas A&M University found that if all of their
Avila, Clark, King, Liu, Shrader 6
students were to turn off their computers at night the university could save up to $650,000
annually. This holds implication for FSU who is trying to reduce the amount of money spent on
energy costs. This behavior should be easy for students to perform and it’s impact could reduce
the amount of CO2 emissions released by universities; 30% of this energy is used either
inefficiently or unnecessarily (Computer and Office Energy Saving Tips).
Turning Off Lights:
Commercial and industrial building, including university buildings, account for
50% of the nation's CO2 emissions (Protecting Your Campus and the Environment with EPA’s
Energy Star). The Energy Saving Trust suggests turning off lights and using sensors so that
electricity is triggered only when that area is in use (2014). The Environmental Protection
Agency suggests getting students involved in the process of saving energy on university
campuses. While turning off lights is often a behavior that some researchers stray away from
because it’s impact seems to be quite minimal (Attarri, 2010) on a large scale such as a
university campus it’s impact can be great. This is made evident by the number of university
sustainability programs targeting this behavior. According to the Eugene Water & Electric Board
turning off lights will not only save energy but it can save lamp replacement costs up to 30%.
The sustainability office at Cornell that turning off lights that are not in use can save up to
$60,000 annually (Lights Off Cornell).
Unplugging Appliances:
The average American leaves 40% of their household appliances plugged in even
when not in use. These appliances include: coffee makers, computers, as well as phone and iPod
chargers. (Khalfani-Cox, 2014). Appliances such as these usually go unnoticed as constant
Avila, Clark, King, Liu, Shrader 7
energy consumers. A cell phone charger, for example, consumes .26 watts of energy when not in
use (Schueler, 2015). Considering that 99.8% of college students own a cell phone (Ransford
2010), it became evident to us that this behavior was imperative to target.
Turning off power strips: The consensus in the literature is that plug-in devices account for 15-
25% of all electricity consumption in a household (Bensch et al. 2010) 5-10% of that coming
from phantom power loads, which alone represent 1% of global CO2 emissions (standby.lbl.gov).
Phantom power appears to be in a somewhat of a catatonic state in that current energy levels
attributed to phantom power are not projected to increase dramatically through 2020 (Roth et al.,
2007). Power strips specifically combat the presence of phantom power when used correctly,
which make them a good candidate to embark on the path of stomping out phantom loads all
together.
Benefits and Barriers
Turning Off Computers: Research has shown that turning off computers and laptops when not in
use for more than 20 minutes, extends battery life and performance (energy.gov). This action
will also cut down on energy costs due to the minimized amount of time a laptop would need to
be plugged in and charging (digitaltrends.com). Unfortunately, students living in residence halls
do not have to pay their electricity bills, so this monetary benefit will not appeal to them.
Barriers to this behavior include attitudes of inconvenience about the action, laziness, and futility
(Stokes et al., 2013).
Avila, Clark, King, Liu, Shrader 8
Using Daylight: Benefits of using daylight rather than artificial lighting include an increase in
mood, better school performance while improving test scores, and an increase in individual
focus. Daylight is a free resource which, again, while inaccessible to students not paying for
energy, still presents as a solid benefit in general. A barrier associated with using daylight is the
assumption that the room will become too hot. Another is the reported unpleasant glare from
direct sunlight hitting the screen. The type of window fixtures in a dwelling also presents an
interesting situation that, depending on the fixture, could act as either a benefit or a barrier
(Boyce et. al, 2003).
Unplugging Appliances: In regards to unplugging appliances, research has shown that benefits
include a reduction in energy costs per year, as well as a decrease of 10% in total residential
electricity use (abcnews.go & standby.gov). In regards to barriers, laziness, forgetfulness, and
discomfort of those performing the action were highly apparent in research studies (Stokes et al.,
2013).
Power Strips: Benefits of a power strip come from first, being specifically built to be easy and
convenient to use (Earle & Sparn, 2012). Most students have used one at some point in their
lives and admit that if they had a power strip in their room, they would use it (Kozloff et al.,
2013). The cost of a power strip is <1% of the amount of total savings the strip can save a
household per year (based on a $17 power strip) (NREL, 2013). And furthermore, today’s
powerstrips have multiple advanced modes including current-sensing, infrared remote,
master/slave, motion-sensing, remote switch, timer-controlled, or USB power-sensing so that all
needs can be met with one power strip (Earle & Sparn, 2012). Unfortunately, results vary greatly
in the research on this topic because outcomes are going to correlate with what the subject used
Avila, Clark, King, Liu, Shrader 9
the power strip for (a desktop computer versus a phone charger) and how often they remember to
turn the power strip off (Earle & Sparn, 2012). Barriers include the reverse effects of all of the
benefits mentioned, such as there being too many modes to quickly differentiate between, or
choosing a $49 power strip over a $17 one. The knowledge gap, as well, restricts success in
energy saving because only 5.3% of the population claim to understand the effects/benefits of
using a power strip (Koser & Uthe, 2011). Above all, field tests show that the majority of the
time, people (not necessarily students) believe that unplugging unused appliances would take too
much of their time (Bensch et al., 2010).
Target Audience Description Characteristic and Possible Segmentation
Current Project Statistics
We conducted a survey for this campaign seen on page 27 of the appendix. The sample
included 223 total participants. The demographic breakdown in regard to gender, race, and
current living arrangements are as follows: 25% participants were male, 67% were female; 69%
identified as white, 8% as black, 10% as Hispanic/Latin, 3% as Asian, 3% as multiracial, 2% as
other, and 5% prefered not to answer. 19% reside in residence halls, 17% in houses, 60% in
apartments, and 4% in fraternity/sorority houses. The demographics of our survey respondents
were similar to that of FSU’s student body. Our survey respondents slightly overrepresented
Hispanics and females. The student body at FSU is approximately 54.9% women and 66.4%
white, with 80% of students living off campus (collegedata.com).
In terms of media habits, typical 18-20 year olds use social media between 31-61 minutes
per day; Facebook being the most popular platform. For those considered “heavy users,” a
Avila, Clark, King, Liu, Shrader 10
computer and smartphone is where most of their screen time is spent, while for “light users” the
television reigns supreme (unh.edu). This information will affect our campaign in terms of how
we distribute and craft messages.
The respondents in our survey had strong biospheric values which means that they tend to
make environmental decisions based on whether or not that decision will harm or hurt the
environment itself. The beliefs our survey respondents follow this pattern as our data shows that
two of our suggested behaviors, using daylight over artificial light and unplugging personal
appliances, are strongly correlated with biospheric values.
Unfortunately, there is a lack of research on the identity of opinion leaders for college
students, but from our own primary research we have determined that collegiate athletes/coaches,
resident assistants, and professors that students hold a personal relationship with play a strong
role.
Attitudes and Behaviors of Target Audience
Attitudes towards each of the target behaviors were measured. Our respondents reported
having an extremely positive attitude towards using daylight over artificial light (mean= 6.19,
S.D= 1.12). This attitude was the strongest among all three behaviors. It is also the behavior they
reported engaging in the most (mean= 4.63, S.D.= 2.05). While participants held a favorable
attitude towards turning off their computer when not in use (mean=5.15, S.D= 1.54) they
reported doing so rarely (mean=2.90, S.D.=1.93). Attitudes towards unplugging appliances from
the wall were moderately positive (mean=4.86, S.D=1.46). Respondents reported engaging in
this behavior less than the other two behaviors (mean=2.74, S.D.=1.98).
Avila, Clark, King, Liu, Shrader 11
These data suggests that there is an attitude-behavior problem among participants. They
hold pro-environmental values and hold favorable attitudes to pro-environmental behaviors but
do not behave in a way that their attitudes suggest.
Benefits and Barriers
One of the main goals of the survey was to find the perceived barriers that would keep
our audience from engaging in the suggested behaviors. We were also interested in finding
benefits that would motivate our sample population to implement the recommended behaviors.
Respondents reported that it was difficult for them to remember to shut off the computer when
not in use (mean=4.23, S.D=1.94). We also found that some respondents reported not having
enough time to shut off the computer (mean=3.19, S.D.=1.88). Perceived benefits like “will
improve its performance” (mean=4.91, S.D=1.60) and “will protect the environment”
(mean=4.58, S.D=1.48) were held somewhat strongly but they were weakly correlated with
behavior.
Respondents reported that it was difficult to remember to unplug their appliances when
not in use (mean=4.56, S.D=1.98) but it had a somewhat weak, negative relationship with
behavior(r=-.219, p≤.05). They reported that their dwelling would look better if they did unplug
their appliances (mean=3.31, S.D=1.72). This belief had a positive but moderately weak
relationship with behavior (r=.260,p≤.001). While they were weakly correlated with behavior,
the data suggest that these beliefs would be the most effective to alter.
Respondents reported using daylight instead of artificial light more often than the other
two behaviors. They believe that using daylight will improve their mood (mean=5.18, S.D=
1.67). An important barrier that needs considering is that opening blinds seems be associated
with some privacy concerns (mean=3.50, S.D.=1.92).
Avila, Clark, King, Liu, Shrader 12
These data suggest that making “turning the computer off” and “unplugging appliances”
more accessible in the minds of residence hall dwellers may increase behavior. They also suggest
that we remind residence hall dwellers that their dorms would be more aesthetically pleasing if
their appliances were unplugged. Finally, the data suggest that if we make the belief that their
“mood will improve” when using daylight over artificial light belief more accessible that
students may be more likely to turn off the light during the day.
Segmenting Audience
We considered segmenting the audience as “underclassmen” which would include
first and second year undergraduate students and “upperclassmen” which would include third
and fourth year undergraduate students. Yet, data revealed that there was no significant
difference between the two groups. A problem that may arise if we choose to segment is the
possibility that other segments of our population may be exposed to messages that are not
intended for them. Our audience is a homogenous group that is part of a close-knit environment.
For these reasons we opted not to segment our audience.
Campaign Environment
Florida State University is a large university campus in the capital city of Tallahassee,
Florida. Around 7,000 students at FSU live in residence halls on campus (Swiman, 2015). This
campaign will deal specifically with reduction of energy usage in Deviney and Dorman Halls.
According to floor plan layouts on the official FSU website, both of these residence halls’
bedrooms have windows, allowing residents to use natural sunlight if they choose to do so
(Residence Halls - FSU.edu, 2015). According to information gathered during our focus group,
each residence hall room has about eight electrical outlets, which could work in our favor
Avila, Clark, King, Liu, Shrader 13
because there are fewer outlets, meaning residents would have fewer appliances to unplug should
they receive our message. In addition, FSU has eight bus routes with buses running from 7:00
A.M. all the way to 3:00 A.M., meaning that any messages we place on buses will have both a
wide reach and frequency to both on and off campus residents (Transportation and Parking -
FSU.edu, 2015). Going off of these physical traits of the environment of FSU, we found during
our primary research that FSU students tend to hold strong biospheric values, which is in
alignment with the typically liberal skew seen on college and university campuses (Rotham, et.
al., 2005). We can use this traditional political environment to our advantage because students
will be more open to our appeals to these biospheric and liberal values.
According to FSU, 65% of freshman and 20% of all students live in university housing,
which includes co-ed, women-only, single student residence halls, disability-accessible housing,
and fraternity and sorority houses (2015). This means that the placement of our messages in
residence halls and around campus will reach a large portion of students, especially those who
are participating in our semester-long competition between Deviney and Dorman Halls. We hope
this will help affect the change in behavior of students concerning turning off their computers
when not in use. By seeing other students with our promotional items with our message on it,
they will feel expected to follow suit and perform the behavior communicated because of the
fostered social norms they have felt on campus.
Campaign Objectives
Initially this project was aimed at the overarching energy consumption problem in college
residence halls. Throughout the research process, three main behaviors were determined to be the
most detrimental to low energy practices: leaving laptop computers constantly powered on,
Avila, Clark, King, Liu, Shrader 14
leaving other personal appliances (e.g. TV, gaming systems, phone chargers) plugged in while
not in use, and using artificial lighting when daylight was a perfectly good substitute. Based on
our measurements, it is apparent that changing these behaviors will have the greatest impact on
the environment, as well as on the residence hall dwellers themselves. We will attempt to change
these behaviors with our campaign messages and strategies, and we intend to measure their
success but looking at the following goals:
Overall Agenda
To decrease the amount of money spent by the University on energy every month, while
instilling a stronger sense of environmentalism and awareness in students across campus.
Behavioral Objectives (Over the first semester that the campaign is implemented in)
1. Increase the percentage of students that power their computer completely off whenever
they are not directly using their devices for more than 15 minutes by 25%.
2. Increase the percentage of students that unplug their personal appliances (e.g. TV, video
game system, phone charger) whenever they are not in use by 25%.
3. Increase the amount of students who are using daylight instead of artificial light by 15%.
Belief Objectives (Over the first semester that the campaign is implemented in)
1. Decrease the mean score (4.23/7) of the students belief that turning off their computer is
difficult to remember by at least 2 points.
2. Increase the mean score (3.31/7) of the students belief that unplugging their appliances
will make their room look better by at least 2 points.
3. Increase the mean score (5.18/7) of the students belief that their mood will improve by
1.82 points.
Avila, Clark, King, Liu, Shrader 15
Campaign and Message Strategies
After both primary and secondary research through our focus group, survey, and
literature review, we decided on using information and education, prompts, commitments, and
incentives as our energy-saving campaign strategies. Information and education of students is
important to campaign success, so we plan to include the URL to a specific page on the FSU
Sustainability website on every facet of our campaign that students can go to in order to learn
more about the facts we have used to create our campaign and get feedback on their energy
conservation progress (Erlene et. al., 2012). This website will also contain information about our
planned competition. While information and education are important, we realize that these are
not enough to elicit behavior changes, hence our use of the other strategies in this campaign.
Our use of prompts will be visible through several facets of our campaign. The first will
be light-switch cover stickers that will be in each dorm room. A series of light prompts will be
made so that the student has the choice to change them every month. These stickers will
incorporate FSU favorite Fireball Whiskers, the campus cat who is so famous he even has his
own Facebook page. Based on the Atkin, et. al. study, we know the use of mascots is successful
when implementing a campaign to change behaviors (2004).
A large part of our campaign will utilize Fireball Whiskers as a social media savvy cat
with his own Instagram and Twitter accounts. We are going to implement the hashtag
#whiskerssays into every facet of our campaign that features him to create an integrated,
cohesive message that is repeated and exposed to students multiple times, making it more
memorable and them more likely to act on it. We want to put Fireball Whiskers in recognizable
album covers of recent hit songs with twists that encourage turning off the lights. This will
Avila, Clark, King, Liu, Shrader 16
promote a sense of group identity, which will increase the likelihood that subjective and
descriptive norm perceptions will increase behavior. Students will see Fireball Whiskers and
think that people close to them, such as their fellow FSU students, expect them to turn off the
light switch when they leave the room (McKenzie-Mohr 2014). We know prompts must be
visible at the time and location of the desired behavior, in this case, turning off the light switch.
They will also encourage a good behavior, which is more effective than the discouragement of a
negative behavior. It will also be clear and straightforward to ensure proper comprehension of
the message by the user.
We also plan to utilize the concept of accessibility with our campaign. We want to
capitalize on a humorous approach and take the image of a text message from My Computer
saying “I love it when you turn me off” and a flirty emoji and put it on multiple items to increase
recency and frequency (Roskos-Ewoldsen et. al., 2002). We plan to put this image on bus wraps,
stickers, RA boards, door posters, and sidewalk chalk art. In addition to this, we want to plan a
smaller scale competition between the two main residence halls focusing on social media. On the
Fireball Whiskers Instagram page, we will post a photo of each hall, and the hall with the most
likes at the end of the competition will get a table of free promotional materials with our message
printed on them in their dorm. This will encourage people to follow our accounts in order to get
us in their news feeds and keep us in mind when they are about to do the actions we want them
to. In addition, the promotional gear will also help spread and promote our message around
campus.
A key insight we gleaned from our survey data is that students think too many cords are
unsightly and make a room look cluttered. We want to use this to encourage them to unplug
appliances while not in use. Our concept for this message will be Fireball Whiskers posting a
Avila, Clark, King, Liu, Shrader 17
#transformationtuesday photo on his Instagram page of a room with many viable cords next to a
photo of the same room without cords. This message will be dispersed on posters hanging in the
residence halls and on bus wraps. More exposure to this message will make it more accessible in
the minds of the students.
Another campaign strategy we plan to implement will be commitment. We plan to
sponsor a competition between Deviney and Dorman residence halls on campus to see which hall
can use less energy over the course of the semester, with Wildwood residence hall used as a
control due to its similar floor plan layouts in order to measure campaign success. There will be
sign-up boards in the hallways where students can pledge to participate in the competition and
receive a wristband that guarantees them a free tee shirt at the end. This public declaration of
commitment holds them accountable for their promised actions. We plan to get RAs to sign up
and act as block leaders in order to inspire the residents to join in and conserve energy as well.
According to the Self Perception Theory, by providing the residents the opportunity to perform
energy-saving actions, they will increase their positive attitudes regarding those behaviors,
especially for repetitive behaviors. As seen in the Erlene et. al. Virginia Tech case study, when
students already place a higher value on environmental sustainability, they are more susceptible
to sustainability campaigns (2012). This is great news for us. We know from our focus group
data that FSU students place a high value on environmental issues, so this means they will be
more open to hearing our messages and showing that they care about these issues. Providing
residents an opportunity to publicly pledge their support for the project will give them a chance
to show their biospheric altruism and visibly commit to performing those actions repeatedly at a
later date, which has also been shown to change attitudes in participants.
Avila, Clark, King, Liu, Shrader 18
Our final campaign strategy will be the use of incentives, mainly in the form of a pizza,
ice cream, and bounce house party for the resident hall residents who use the least amount of
energy during the competition. The Peterson et. al. case study shows a distinct link between
feedback and incentives and a significant reduction in energy usage in the residence halls at
Oberlin College (2007). We took this information and decided to apply it to our campaign. These
results were also seen in the Bekker et. al. New Zealand residence hall study, where use of visual
prompts and incentives were successful in trying to encourage residence hall residents to
decrease energy usage (2010). The Bekker et. al. study used a similar incentive to ours: a pizza
party for the winners of the energy conservation competition. These case studies support our
choice to use incentives as a strategy in our campaign.
Implementation Plan
The duration of this campaign is one semester. The main website with the general
information about energy use, competition rules, and other resources will be launched before the
semester starts so that it will be accessible for students before the actual competition begins.
Fireball Whiskers’ Instagram, Facebook, and Twitter accounts also be launched at this time.
These accounts will be updated weekly with different humorous messages that make our targeted
behaviors accessible. Physical messages will be displayed on campus beginning at the time that
students return to campus for the semester. The on campus messages, such as, RA boards, flyers,
screensavers, sidewalk chalk, and bus wraps will be monitored throughout the campaign. They
will be modified and updated as needed. The competition will begin the second week of the
semester. It will come to a close two weeks before final exams. This is to assure that we have
Avila, Clark, King, Liu, Shrader 19
enough time to calculate the energy consumption data, announce a winner, and plan the party for
the winning residence hall. The actual party will be held the week before finals week.
Evaluation Plan
This campaign will primarily use the pre/postcomparison and predetermined control
group design. Because our campaign relies heavily on competition a third group will added to
the design. This group will be another intervention group with a pretest and a posttest. While our
control group will not be active participants in the competition there is no way to assure that they
will not be exposed to campaign messages around campus. A survey will be given to the
participants in all three groups the first week of the semester to measure their initial beliefs,
attitudes, and existent behaviors. This may have to change depending on the semester the
campaign is implemented due to the fact that in the fall semester many of the residents may not
have had the experience of living in a residence hall before. This could make some of the
variables in the survey seem irrelevant to them at the time. The post test will be given to the
students a week after the competition comes to a close. We will be using the same survey that
was used when collecting data for this campaign. To see a copy of the survey please reference
the appendix on page 30.
Avila, Clark, King, Liu, Shrader 20
Appendix
I. Methodology
Focus groups were conducted in the target residence halls Dorman and Deviney. Students
were given snacks and drinks as an incentive to participate. While three focus groups were
conducted there were few students who attended each. There was a total of 11 participants. We
were particularly interested in benefits and barriers of our suggested pro-environmental
behaviors. Initially, we were interested in increasing use of power strips as well as getting them
to turn the power strips off when not in use. When asked about their existing power strip
behaviors participants raised issues that seemed to diminish the feasibility of our primary
objectives. For example, when asked about turning off the power strip when not in use one
participant responded with “I’ll never turn it off because my roommate also uses it. I wouldn’t
feel right turning it off even if I know she’s not using it in that moment.” Participants were also
asked about what incentives would motivate them. Participants suggested that free food and t-
shirts were incentives that have worked to motivate them in the past. Other suggested motivators
were more vending machines, more ice machines, etc. A complete overview of the focus group
can be found in the appendix on page 24.
Our target behaviors then changed to more simple and direct behaviors: using daylight
over artificial light, unplugging appliances whenever they are not in use, and shutting off a
computer completely when not in use for more than 15 minutes. We created a survey with 56
items that were intended to measure injunctive and descriptive norms, values, attitudes, and
existing behaviors. Convenience sampling via the intercept method was used. Researchers went
to high density areas on the FSU campus to collect data. Participants were offered candy if they
Avila, Clark, King, Liu, Shrader 21
completed the survey. There was a total of 223 respondents. The campaign strategy was created
based on the data analyzed.
Measurement of Values
This study was interested in the extent to which the sample population, residence halls
dwellers, held biospheric values. This was assessed with four items-- preventing pollution,
respecting the earth, unity with nature, and protecting the environment—where 1 was labeled
“opposed to my values” and 7 was labeled “extremely important.” The sample population scored
moderately high on biospheric values (mean= 5.49, S.D=1.23).
Measurement of Attitudes
Attitudes toward the our three target behaviors were measured with six items. Each
behavior was operationalized by two items. Semantic differential scales were used. For each
behavior participants were asked whether the behavior was Bad (1)/Good (7) and Undesirable
(1)/ Desirable (7).
Measurement of Behavior
Existing behaviors were measured with three items. The behavior of turning off
the computer when not in use was measured by one item (“How often do you turn off your
computer (shut it down completely) when you are not using it?). The behavior of unplugging
personal appliances was measured by one item (How often do you unplug your personal
electronics (e.g. television, video game system, phone charger, NOT your computer) when you
are not using them?). The behavior of using daylight instead of artificial light was measured by
one item (How often do you open your blinds/curtains during the day to use natural light instead
of turning on the light?). Each of these items were answered on a scale of 1-7 where one was
“Never” and seven was “Always”.
Avila, Clark, King, Liu, Shrader 22
Measurement of Norms
Social norms were measured by five items which included injunctive norm statements
like “My roommate/s or suitemate/s expect me to turn off my computer when I am not in using
it” and descriptive norm statements like“My roommate/s or suitemate/s regularly turn off their
computers when not in use.” Social norms for the unplugging appliance behavior were measured
by 5 items that include injunctive norm statements like “My roommate/s or suitemate/s expect
me to unplug my personal electronics when I am not using or charging them” and descriptive
norms statements like “My roommate/s or suitemate/s unplug their electronics when not using
them or charging them.” Norms for using daylight over artificial light was measured by four
items that include injunctive norm statements like “My roommate/s or suitemate/s expect me to
use daylight at home rather than turning on the lights” and descriptive statements like “Most
FSU students use daylight at home rather than turning on the lights. Each of these items was
measured on a scale of 1-7 where one was Strongly Disagree and seven is Strongly Agree. The
complete survey can be found in the appendix on page 30.
II. Focus Group Summary
Methodology and Respondent Specifications
The methodology used in this research was conducting a focus group, lasting 60 minutes in total
for all respondents (N=3). We aimed to get to the core of students’ attitudes towards energy conservation;
specifically, what their attitudes were towards plugging their appliances into a power strip and switching
off the power strip when appliances were not in use.
Participants were recruited with the help of those at University Housing. Our participants were
current residents in two of the residence halls on the campus that the campaign will take place on.
Avila, Clark, King, Liu, Shrader 23
The focus group was conducted at noon on Wednesday, Oct 7, 2015, in the lounge of the Dorman
Building. Of the three participants, all of them are freshmen. The respondents were assured that their
identities would not be associated with their answers and were encouraged to speak freely.
Attitudes Towards Energy Conservation
All the respondents believed that conserving energy was important and they all considered
themselves as conservationists to some degree. Two respondents mentioned conserving energy was
important in order to preserve the environment. One respondent mentioned that keeping costs down was a
main reason to conserve energy. However, all respondents felt uncomfortable approaching others about
correcting energy-wasting behaviors. When asked if they would approach their roommate about turning
off a light that’s not in use one participant said it is more common to say, “ Could you turn the lights off,
it is really distracting.” than to say, “ Could you please turn the light off to save energy?” The other
participants agreed that they would not approach the roommate at all.
When asked to describe someone who conserved energy one participant was quoted as saying
“they’re always talking about it.” This seemed to be a negative trait. Two participants felt that someone
who is too extreme would draw others away. When asked if they believed that people on campus were
concerned about conserving energy one participant answered “I think people understand it’s important but
it’s not a priority.” When asked to list some environmentally friendly behaviors, two participants
mentioned conserving water, one mentioned switching off lights when leaving the house, and one
mentioned keeping blinds open for natural light.
All participants had power strips in their dorms and all three participants brought the power strips
from their parents’ homes. All participants agreed that the main reason to use a power strip in a dorm is
because “it would be difficult not to have one.” The participant was referring to the lack of outlets in the
dormitory. The participant, also, mentioned that some of the outlets were in spaces that were difficult to
reach. Only one participant was aware that using a power strip (and turning it off when not in use) could
help conserve energy.
Avila, Clark, King, Liu, Shrader 24
Barriers
● Participants agreed that because they did not pay for electricity, the motivation to conserve was
not as high. They all agreed that this made a significant difference in their behavior.
● One participant admitted that it was easy to forget to turn off the lights-- even when no one was in
the dormitory.
● All participants felt it was awkward to approach their roommates about turning off lights that are
not in use.
● Two participants mentioned that turning off power strips would be a “hassle” because they would
have to reset everything.
● Two participants mentioned that the power strip in their dormitory was being used by multiple
people. Turning it off would mean turning off their roommates appliances and they felt
uncomfortable with this idea.
● Water temperature for taking showers is inconsistent; it takes time for water to heat up. Taking a
shorter shower is, therefore, difficult to complete.
Incentives
● One participant mentioned that prizes would be a great incentive for promoters to draw
audience’s attention to the idea.
● One participant mentioned that food, drinks, and T-shirts would encourage people to pay
attention to a campaign.
Others
One participant mentioned that it would be important to have an important figure represent or be a part of
the campaign. Also, one respondent suggested that allowing the students to take a tour of the energy
Avila, Clark, King, Liu, Shrader 25
facility would be helpful and would allow students to acquire a better understanding of how energy works
on the FSU campus. Two participants agreed that this would generate interest in students.
III. Message Samples
Avila, Clark, King, Liu, Shrader 26
Avila, Clark, King, Liu, Shrader 27
IV. Test Survey
Energy Use In Your Home
We are students in the School of Communication and would like to know what you think about
issues related to energy use in your living space. This survey is being done as part of a class
project under the direction of Dr. Laura Arpan (Professor in the School of Communication).
Your answers to the questions below will remain anonymous. If you have any questions, please
contact Dr. Arpan by email ([email protected]). Thank you for your participation.
1. Where do you currently live?
- Residence hall
- House
- Apartment
- Fraternity/Sorority house
- Condominium
- Other
2. How often do you turn off your computer (shut it down completely) when you are not using
it?
Never Always
1 2 3 4 5 6 7
Avila, Clark, King, Liu, Shrader 28
3. How often do you unplug your personal electronics (e.g., television, video game system,
phone charger, NOT your computer) when you are not using them?
Never Always
1 2 3 4 5 6 7
4. How often do you open your blinds/curtains during the day to use natural light instead of
turning on the lights?
Never Always
1 2 3 4 5 6 7
Please respond to the following statements about your feelings.
5. Overall, I think turning off my personal computer when it is not in use is...
Bad Good
1 2 3 4 5 6 7
Undesirable Desirable
1 2 3 4 5 6 7
Avila, Clark, King, Liu, Shrader 29
6. Overall, I think unplugging my personal electronics (e.g., TV, video game system, phone
charger) when I'm not using them is...
Bad Good
1 2 3 4 5 6 7
Undesirable Desirable
1 2 3 4 5 6 7
7. Overall, I think using daylight rather than turning on the lights whenever possible is...
Bad Good
1 2 3 4 5 6 7
Undesirable Desirable
1 2 3 4 5 6 7
8. Please indicate whether you agree or disagree with the following statements about turning off
(completely shutting down) your personal computer when not using it.
My roommate/s or suite mate/s expect me to turn off my computer when I am not using it.
Avila, Clark, King, Liu, Shrader 30
Strongly Disagree Strongly
Agree
1 2 3 4 5 6 7
My roommate/s or suite mate/s regularly turn off their computers when not in use.
Strongly Disagree Strongly
Agree
1 2 3 4 5 6 7
Other FSU students expect me to turn off my computer when I'm not using it.
Strongly Disagree Strongly
Agree
1 2 3 4 5 6 7
Most FSU students turn off their computers when they are not in use.
Strongly Disagree Strongly Agree
1 2 3 4 5 6 7
The FSU administration expects students to turn off computers when they are not in use.
Avila, Clark, King, Liu, Shrader 31
Strongly Disagree Strongly
Agree
1 2 3 4 5 6 7
It is difficult to remember to turn off my personal computer when I'm not using it.
Strongly Disagree Strongly
Agree
1 2 3 4 5 6 7
I don't have time to turn off my personal computer when I am not using it.
Strongly Disagree Strongly
Agree
1 2 3 4 5 6 7
Turning off my personal computer will not save much energy.
Strongly Disagree Strongly
Agree
1 2 3 4 5 6 7
Turning off my personal computer will protect the environment.
Avila, Clark, King, Liu, Shrader 32
Strongly Disagree Strongly
Agree
1 2 3 4 5 6 7
I could lose my work/important documents if I regularly turn off my computer when not using it.
Strongly Disagree Strongly
Agree
1 2 3 4 5 6 7
Turning off my computer when I'm not using it will improve its performance.
Strongly Disagree Strongly
Agree
1 2 3 4 5 6 7
10. Please indicate whether you agree or disagree with the following statements about
unplugging personal electronics (e.g., television, video game system, phone charger, NOT
your computer) when you are not using or charging them.
My roommate/s or suite mate/s expect me to unplug my personal electronics when I am not using
or charging them.
Avila, Clark, King, Liu, Shrader 33
Strongly Disagree Strongly
Agree
1 2 3 4 5 6 7
Other FSU students expect me to turn off my personal electronics when I'm not using or
charging them.
Strongly Disagree Strongly
Agree
1 2 3 4 5 6 7
My roommate/s or suite mate/s regularly unplug their personal electronics when not using or
charging them.
Strongly Disagree Strongly
Agree
1 2 3 4 5 6 7
Most FSU students unplug personal electronics when not using or charging them.
Strongly Disagree Strongly
Agree
1 2 3 4 5 6 7
Avila, Clark, King, Liu, Shrader 34
The FSU administration expects students to unplug personal electronics when not in use or being
charged.
Strongly Disagree Strongly
Agree
1 2 3 4 5 6 7
My room or dwelling would look better if I regularly unplugged my personal electronics when
not using or charging them.
Strongly Disagree Strongly
Agree
1 2 3 4 5 6 7
It is difficult to remember to unplug my personal electronics.
Strongly Disagree Strongly
Agree
1 2 3 4 5 6 7
It is difficult to reach plugs or outlets in order to unplug my personal electronics.
Strongly Disagree Strongly
Agree
1 2 3 4 5 6 7
I don't have time to unplug my personal electronics when I am not using or charging them.
Avila, Clark, King, Liu, Shrader 35
Strongly Disagree Strongly
Agree
1 2 3 4 5 6 7
Unplugging personal electronics when I am not using them will cause conflicts with my
roommate.
Strongly Disagree Strongly
Agree
1 2 3 4 5 6 7
Unplugging my personal electronics when not using or charging them will not much save
energy.
Strongly Disagree Strongly
Agree
1 2 3 4 5 6 7
Unplugging my personal electronics will protect the environment.
Strongly Disagree Strongly
Agree
1 2 3 4 5 6 7
Avila, Clark, King, Liu, Shrader 36
Unplugging my personal electronics when not using or charging them will increase the chance of
losing something (like my phone charger).
Strongly Disagree Strongly
Agree
1 2 3 4 5 6 7
12. Please indicate whether you agree or disagree with the following statements about using
daylight, rather than turning on the lights whenever possible.
My roommate/s or suite mate/s expect me to use daylight at home rather than turning on the
lights.
Strongly Disagree Strongly
Agree
1 2 3 4 5 6 7
Other FSU students expect me to use daylight when at home rather than turning on the lights.
Strongly Disagree Strongly
Agree
1 2 3 4 5 6 7
Most FSU students use daylight at home rather than turning on the lights.
Avila, Clark, King, Liu, Shrader 37
Strongly Disagree Strongly
Agree
1 2 3 4 5 6 7
The FSU administration expects students to use daylight at home rather than turning on the
lights.
Strongly Disagree Strongly
Agree
1 2 3 4 5 6 7
It is difficult to remember to open blinds/curtains to use daylight rather than turning on the lights.
Strongly Disagree Strongly
Agree
1 2 3 4 5 6 7
It is difficult to reach or open my blinds/curtains in order to use daylight rather than turning on
the lights.
Strongly Disagree Strongly
Agree
1 2 3 4 5 6 7
I don't have time to open the blinds/curtains to use daylight.
Strongly Disagree Strongly
Agree
1 2 3 4 5 6 7
Avila, Clark, King, Liu, Shrader 38
Using daylight rather than turning on the lights will cause conflicts with my roommate.
Strongly Disagree Strongly
Agree
1 2 3 4 5 6 7
Using daylight instead of turning on the lights during the day will not save much energy.
Strongly Disagree Strongly
Agree
1 2 3 4 5 6 7
Using daylight instead of turning on the lights whenever possible will protect the environment.
Strongly Disagree Strongly
Agree
1 2 3 4 5 6 7
I don't want to open my blinds/curtains because of privacy concerns.
Strongly Disagree Strongly
Agree
1 2 3 4 5 6 7
Opening the blinds/curtains to use daylight will make my room/home too hot.
Avila, Clark, King, Liu, Shrader 39
Strongly Disagree Strongly
Agree
1 2 3 4 5 6 7
I would not use daylight instead of turning on the lights in my room/home because my
room/home does not get enough daylight.
Strongly Disagree Strongly
Agree
1 2 3 4 5 6 7
I can't use daylight instead of turning on lights because my blinds/curtains don't operate
correctly.
Strongly Disagree Strongly
Agree
1 2 3 4 5 6 7
My mood will improve if I use daylight instead of turning on the lights whenever possible.
Strongly Disagree Strongly
Agree
1 2 3 4 5 6 7
Avila, Clark, King, Liu, Shrader 40
14. To what extent are the following values important as a guiding principle to your life?
Preventing pollution: protecting natural resources
Opposed to Extremely
my values important
1 2 3 4 5 6 7
Respecting the earth: harmony with other species
Opposed to Extremely
my values important
1 2 3 4 5 6 7
Unity with nature: fitting into nature
Opposed to Extremely
my values important
1 2 3 4 5 6 7
Protecting the environment: preserving nature
Opposed to Extremely
my values important
1 2 3 4 5 6 7
Please place a check mark next to your selection.
Avila, Clark, King, Liu, Shrader 41
What is your gender?
m Male
m Female
What is your year in school?
m 1st year undergraduate
m 2nd year undergraduate
m 3rd year undergraduate
m 4th year undergraduate
m 5th year undergraduate
m Graduate or professional
m Not seeking a degree
m Other ____________________
Which group do you most closely identify with?
m White
m Black
m Hispanic/Latin American
m Asian or Pacific Islander
m Multiracial
m Other ____________________
m Prefer not to answer
THANK YOU FOR YOUR ASSISTANCE WITH OUR STUDY
Avila, Clark, King, Liu, Shrader 42
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