Conservation of Electricity on a College Campus

E. S. Zolik
L. A. Jason
D. Nair
M. Peterson

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DOI: 10.2190/DUR3-J362-JQ50-9QK4

Abstract

This study investigated the extent to which posters requesting that lights be turned off in classrooms would increase energy conserving behaviors. A multiple baseline design was used with two groups of eleven classrooms. Results indicated that with onset of the intervention phase, moderate increases in energy conserving behaviors occurred in both clusters of classrooms. These findings indicate that prompting techniques are an effective strategy for getting lights turned off in classrooms.

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