Green, Anna2015-08-102015-08-102015-06https://hdl.handle.net/1794/1908938 pages. A thesis presented to the Department of Architecture and the Clark Honors College of the University of Oregon in partial fulfillment of the requirements for degree of Bachelor of Architecture, Spring 2015.Institutions of higher learning are meant to propagate forward thinking and innovation through academic research, discourse, and social engagement. As our world strives towards building systems of sustainable energy generation and use, universities and colleges should be leading the way in the promotion and lifestyle of carbon neutrality. Most schools claim to be sustainable without clear metrics to demonstrate and prove success. While certain schools have gone as far as to commit to carbon neutrality by a certain date they have not yet invested in the necessary infrastructure to achieve this. Moreover, the ways in which these schools reach carbon neutrality vary based on financial availability, land availability, and student or faculty enthusiasm. The purpose of this thesis is to analyze why and how specific schools are not meeting “sustainable” standards and how, through a tailored and quantifiable solution, places of higher learning can become places of forward thought and positive role models of sustainability.en-USCreative Commons BY-NC-ND 4.0-USSustainability in Higher EducationArchitectureSolar energyHigher educationACUPCCClimate neutralitySustainabilityClimate goalsThesis / Dissertation