Review on integrating sustainability knowledge into architectural education: Practice in the UK and the USA

Ismail, Muhammad Azzam; Keumala, Nila; Dabdoob, Rawia Marwan

doi:10.1016/j.jclepro.2016.09.219

Cited by 34 publications

(24 citation statements)

References 16 publications

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“…Of necessity this paper primarily focuses on reference literature related to the context of this study; namely programmes and modules on SD in HEIs in the context of architecture and urban studies (Al-Hagia, 2012;Bina, Balula, Varanda, & Fokdal, 2016;Cubukcu & Eksioglu, 2009;Ismail, Keumala, & Dabdoob, 2017;Petts, Owens, & Bulkely, 2008;Salama, 2015 pp. 88-91) and engineering education (Brennan & Riley, 2016;Holgaard, Hadgraft, Kolmos, & Guerra, 2016;Khalil, 2016;Salvatore, Ellis, Nesbit, & Ostafichuk, 2016;Winkelman, Penner, & Beittoei, 2016).…”

Section: Literature Reviewmentioning

confidence: 99%

“…88-91) and engineering education (Brennan & Riley, 2016;Holgaard, Hadgraft, Kolmos, & Guerra, 2016;Khalil, 2016;Salvatore, Ellis, Nesbit, & Ostafichuk, 2016;Winkelman, Penner, & Beittoei, 2016). The challenges are not insignificant: a great deal of the literature identifies common barriers to the full implementation of education for sustainable development (ESD): a lack of conceptual framework (Holgaard et al, 2016;Ismail et al, 2017;Ramos et al, 2015); variations in commitment from higher education institutions (HEIs) in terms of their policies and campuses (Ismail et al, 2017;Ramos et al, 2015); cultural and political influences on institutions, countries and regions (Holgaard et al, 2016;Ismail et al, 2017;Salama, 2015 pp. 90;Tilbury, 2011); and a heavy reliance on the commitment of staff with interests in SD to influence faculties and universities (Bina et al, 2016;Ismail et al, 2017;Khalil, 2016).…”

Section: Literature Reviewmentioning

confidence: 99%

“…The challenges are not insignificant: a great deal of the literature identifies common barriers to the full implementation of education for sustainable development (ESD): a lack of conceptual framework (Holgaard et al, 2016;Ismail et al, 2017;Ramos et al, 2015); variations in commitment from higher education institutions (HEIs) in terms of their policies and campuses (Ismail et al, 2017;Ramos et al, 2015); cultural and political influences on institutions, countries and regions (Holgaard et al, 2016;Ismail et al, 2017;Salama, 2015 pp. 90;Tilbury, 2011); and a heavy reliance on the commitment of staff with interests in SD to influence faculties and universities (Bina et al, 2016;Ismail et al, 2017;Khalil, 2016). Despite these barriers the literature also identifies positive areas of commonality in architectural and engineering education in terms of the use of transformative teaching and learning methods, and increasing focus on SD in curriculum, and design and research projects (Al-Hagia, 2012;Allevato, 2016;Brennan & Riley, 2016;Cubukcu & Eksioglu, 2009;Holgaard et al, 2016;Khalil, 2016;Ramos et al, 2015;Salama, 2015;Salvatore et al, 2016;Tilbury, 2011;Winkelman et al, 2016).…”

Section: Literature Reviewmentioning

confidence: 99%

See 2 more Smart Citations

Towards Transformative Learning Methods for Interdisciplinary Postgraduate Education for Sustainable Development (Esd): A Case Study

Grierson¹,

Munro²

2018

ArchNet-IJAR

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Section: Literature Reviewmentioning

confidence: 99%

Section: Literature Reviewmentioning

confidence: 99%

Section: Literature Reviewmentioning

confidence: 99%

See 1 more Smart Citation

Towards Transformative Learning Methods for Interdisciplinary Postgraduate Education for Sustainable Development (Esd): A Case Study

Grierson¹,

Munro²

2018

ArchNet-IJAR

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“…Ismail et al reviewed the integration of sustainability knowledge in the curricula of 10 schools in the U.K. and the U.S. [51]. The first part of the study compared the Architects Registration Board (ARB) in the U.K. and the National Architectural Accrediting Board (NAAB) in the U.S.…”

Section: Integration Of Sustainability Into International Accredited mentioning

confidence: 99%

Integration of Sustainability into Architectural Education at Accredited Korean Universities

Rieh

Lee

et al. 2017

Sustainability

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This paper examines the integration of sustainability principles into architectural education programs at South Korean Universities that have been accredited by the Korea Architectural Accrediting Board (KAAB). Accreditation requires the successful implementation of 30 so-called Student Performance Criteria (SPCs). Similar to recent improvements to international architectural education, different principles of sustainability have been successfully implemented by the KAAB. This paper identifies eight sustainability-related SPCs that can be utilized to teach sustainability. The analysis of 48 accredited five-year architectural education program curricula in South Korea has revealed which sustainability-related SPCs are addressed each semester. Furthermore, the average number of credits per sustainability-related SPC in different course types, such as theory courses and design studios, has been identified. Theory courses with an emphasis on sustainability education have been defined as sustainability core courses. The results reveal that a majority of existing programs primarily address environmental aspects of sustainability. Furthermore, a sequential course structure analysis elucidates three main curriculum types, with different potential for integrated sustainability education in sustainability core courses and design studios: (i) sustainability core course preceding (high potential); (ii) sustainability core courses and design studio, accompanying (high potential); and (iii) sustainability core course following (low potential).

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“…Evaluation is not necessarily representative of the final procedure of cognitive behaviour. Sometimes, evaluation is an introduction to the start of the recognition procedure, because it comprises the characteristics of a communication bridge between emotional behaviours and cognitive behaviours [20].…”

Section: Introductionmentioning

confidence: 99%

From Words to Action: Incorporation of Sustainability in Architectural Education

Hassanpour¹,

Atun²,

Ghaderi³

2017

Sustainability

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Schools of architecture play a major role in motivating and inspiring students to gain competencies in sustainability through pedagogical practices. However, at the operational level, the incorporation of sustainability within architectural programmes needs to be integrated into both the curricula and teaching methods. There are few studies on how architectural programmes' curricula and pedagogical practices can be institutionally articulated, as well as on how the required coherency among components can be empowered operationally. Since the interrelation of the courses form the structure of the curricula and provide certain inputs for the students' knowledge and skill, any operational risk can harm the quality assurance. Therefore, an operational framework aimed for a coordinated incorporation of sustainability in architectural programmes is required. In order to achieve this, scrutinising substantial equivalence programmes could provide constructive outcomes for the improvement of the existing programmes and future experiences for students. In order to determine the articulation of sustainability issues in architectural education, in this research, a recently accredited school in the Eastern Mediterranean region was chosen as a case study. The study includes an analysis of course descriptions, teaching methods, and teacher and student perceptions about the incorporation of sustainability into the courses. Also, jury sessions' evaluation criteria are assessed as a pedagogical tool. Then, the horizontal and vertical articulation of courses within the curricula and their coordination were studied accordingly. The findings reveal that horizontal and vertical relations between different course types that share similar learning objectives are very important. However, this relation and continuum should be perceivable by students, tutors, and the relevant stakeholders; otherwise, any attempt would remain superficial. Accordingly, the association of sustainability with pre-defined evaluation criteria for grading is very important. The methodological tools and lessons from this study can assist young architecture programmes with the incorporation of sustainability into their programme without changing its spirit, through the coordination of courses within curricula and adopted pedagogical tools.

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Review on integrating sustainability knowledge into architectural education: Practice in the UK and the USA

Cited by 34 publications

References 16 publications

Towards Transformative Learning Methods for Interdisciplinary Postgraduate Education for Sustainable Development (Esd): A Case Study

Towards Transformative Learning Methods for Interdisciplinary Postgraduate Education for Sustainable Development (Esd): A Case Study

Integration of Sustainability into Architectural Education at Accredited Korean Universities

From Words to Action: Incorporation of Sustainability in Architectural Education

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