The purpose of this study was to investigate indoor environmental quality (IEQ) components of thermal, acoustic, and lighting conditions in a building compliant with sustainable guidelines through findings from a post-occupancy questionnaire and on-site readings. This study (1) identified thermal, acoustic, and lighting conditions that significantly affected occupant satisfaction with their office workspace and (2) determined if the required IEQ guideline standards correlate to occupants’ satisfaction. Questionnaire results did indicate occupants’ satisfaction with overall thermal conditions (OTC) and overall acoustic condition (OAC) was significantly different than their satisfaction with the overall physical environment. The thermal conditions multiple regression model indicated that temperature, air velocity, and humidity were contributing attributes of occupants’ OTC satisfaction. Furthermore, all acoustic attributes were found as significant contributors to OAC satisfaction in the acoustic conditions model, except for the ability to limit distraction for undesired sounds. The average physical readings of thermal, acoustic, and lighting conditions taken in selected workspaces did meet the guidelines required standards. Although some conditions of the environment were not as satisfying for occupants as others. Further analyses also indicated occupants’ satisfaction levels with the conditions varied significantly between workspace types (open and closed). Interior designers must understand that designing according to sustainable guidelines does not always create a satisfying physical environment for occupants.

This case study investigated employees' work performance and satisfaction in relation to sustainable design criteria used to design the interior of their office building. The case study is part of ongoing research to continue testing a questionnaire for validity and reliability, which will contribute to the development of sustainable design/occupant scales relating to satisfaction and performance. A self-administered, Internet-based questionnaire was developed that reflects a set of recognized sustainable design guidelines. It was submitted to over 200 employees of a business housed in a newly built office building in a mid-western city. Generally positive results were found for employees' satisfaction with the new facility (site, building, and interior) and their performance as related to sustainable design criteria in the new facility. Dissatisfaction with acoustic and privacy conditions were found for employees of open-office workstation types (cubicles). Exploration of prior workstation types showed that moving from private offices to cubicles decreased employees' satisfaction with new cubicles compared to moving from cubicles in a prior building to cubicles in the new building, though dissatisfaction with these two criteria was found despite prior workstation type. These findings concur with other sustainable design studies and demonstrate that the questionnaire can be used by sustainable designers to document and explore design outcomes.

We describe an approach to educating for systemic change in energy systems by integrating technical knowledge of solutions with reflection on paradigms and norms, facilitated by experiential and art‐based forms of learning. The course, “Power Systems Journey: Making the Invisible Visible and Actionable,” is part of the University of Minnesota interdisciplinary grand‐challenge curriculum. Students take on the challenge of public science communication about how to change the electric‐grid system (from power generation to consumption) as part of an energy transition to respond to climate change. The course integrates electrical engineering, history of science and technology, systems thinking, design thinking, paradigms, art, humanities, science communication, storytelling, experiential learning, and the creation of GIS story‐maps and museum exhibits. The design context and elements of the course are described and include: the grand challenge of the energy transition itself, the context of energy‐transition education, the nature of the grand‐challenge curriculum, the collaborative and teaching philosophy, the role of students, the interdisciplinary course framework, the special focus on the role of arts and humanities in energy education, and the course‐curricular structure, which uses the “Earth Systems Journey” curriculum model. The centerpiece of the article describes the “Power Systems Journey” experience in narrative form to match the pedagogical approach of the course using artwork examples from students as they investigated the grid. The article concludes with reflections from students and teachers on what the course offers and where to go from here.

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This article explores, in four main sections, the idea of designing and applying human-environment paradigms. First, Caring Ecology criteria for human-environment paradigms are proposed that combine the principles of caring in Partnership Studies, with compatible ecological conceptions of humans' dependent and integrated relationship within Earth systems. Next, these criteria are used to evaluate the strengths and weaknesses of five environmental paradigms which sets the stage for the following section critiquing the current "Anthropocene" paradigm and proposing a counter-paradigm: the "Apprenticene." Paradigms suggest roles and actions and "Apprenticene Practices" are proposed, calling for humans to see our dependence on Earth systems, heal our story as we accept past failures, and learn by apprenticing ourselves to the Earth system. Finally, these Apprenticene Practices are illustrated in an example of a creative practice called Earth Systems Journey that engages youth with an integrated experience of their human-natural environment. The paper concludes with reflections on how Partnership Studies and ecological principles can work together to support a thriving future for humans and the rest of nature.