Teaching sustainable design in architecture education: Critical review of Easy Approach for Sustainable and Environmental Design (EASED)

Gaulmyn, Camille de; Dupré, Karine

doi:10.1016/j.foar.2019.03.001

Cited by 30 publications

(17 citation statements)

References 28 publications

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“…Bask et al (2020), Vargas, V.R. et al (2019), de Gaulmynn & Dupre (2019, propose an innovative quantitative evaluation of the sustainable performance of student projects throughout their design processes. They suggest how to change organizational processes by integrating sustainable development in different areas of education.…”

Section: Literature Frameworkmentioning

confidence: 99%

A self-evaluation tool of sustainability concepts in higher education institutions courses

Venezia

Pizzutilo

2021

7th International Conference on Higher Education Advances (HEAd'21)

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In this paper, a self-evaluation tool is developed to allow educators and Higher Education Institutions to assess their efforts in pursuing Education for Sustainable Development. The composite index here proposed allows the individual components that contribute to the pursuit of sustainability in education to be grasped in isolation and, at the same time, provides an overall evaluation measure of all the elements taken into consideration. The index is based on the identification of elements that measure the efficiency of the allocated expenditure. At the same time, it encompasses measures of the impact and perception of sustainability concept by staff and students. Albeit in a laborious way, the application of the tool leads to an unbiased assessment of education for sustainable development results. This composite indicator can be used in a replicative manner elsewhere and offers the advantage of being able to carry out comparative evaluative analyses. This is due to its adaptive flexibility.

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Section: Literature Frameworkmentioning

confidence: 99%

A self-evaluation tool of sustainability concepts in higher education institutions courses

Venezia

Pizzutilo

2021

7th International Conference on Higher Education Advances (HEAd'21)

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“…During the creative and competitive process, undergraduate, master’s or doctoral students, tutored by teachers and researchers, develop ten tests ( Table 1 )—hence the name decathlon—apparently as diverse as: Sustainability, Innovation, Communication, Housing Operation, Social Relevance, Architecture, Engineering and Construction, Energy Balance, Energy Efficiency and Comfort Conditions, in a clear application of the so-called learning by doing methods [ 48 , 49 , 50 ].…”

Section: Case Study: Solar Decathlon Competitionmentioning

confidence: 99%

Health and Habitability in the Solar Decathlon University Competitions: Statistical Quantification and Real Influence on Comfort Conditions

Herrera-Limones

Millán-Jiménez

López-Escamilla

et al. 2020

IJERPH

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Medicine and architecture are disciplines with the main objectives of satisfying the fundamental needs of human beings: health, comfort, well-being, safety, and ensuring an acceptable quality of life in a sustainable habitat. In both areas of knowledge, the advances and the most innovative proposals in the fields of research and teaching are focused on transversal knowledge and the use of learning methods through problem solving (learning by doing). The student competitions called “Solar Decathlon” are focused on the development of these concepts, in which prototypes of sustainable and, as far as possible, healthy social housing are tested. In these university competitions, the design of energy-efficient and comfortable living environments that contribute to the health of the occupants are encouraged; however, the methodology for evaluating the “comfort conditions” stipulated in the competition rules considers only parameters that can be monitored by sensors. For this article, the prototypes presented by the “Solar Decathlon Team of the University of Seville” to the editions of said competition held in Latin America and Europe (in 2015 and 2019, respectively) are being studied. The present research starts from the fact that the unique consideration of measurable indices (such as temperature, humidity, etc.), is clearly insufficient when it comes to evaluating the real conditions of habitability and comfort that a domestic architectural space presents. For this reason, a theoretical–practical analysis is carried out by means of surveys, with the final objective of determining a methodology for evaluating comfort—complementary to that of the competition—which assesses other relevant issues and which, in short, takes into account the repercussion on people’s health. From our analysis, we conclude that at least these two methodologies should be used to evaluate comfort because they are individually considered incomplete in terms of the data provided by each one of them. The survey-based methodology provides complementary information on comfort and health that could be taken into account in future editions of Solar Decathlon.

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“…Therefore, students need to learn to adapt or develop sets of criteria that are appropriate for specific design problems. A close look into the teaching and learning practices in ESD studios reveals that the GBRTs used in the industry are also commonly used to guide the students to develop their own sets of criteria [2]. However, there is a lack of industry frameworks for BD with only a handful found in the literature [6]- [8].…”

Section: High-level Conjecture: What To Support In Teaching Bd Withinmentioning

confidence: 99%

“…With the sustainability agenda emerging to address the rapid depreciation of natural resources, the building sector is challenged to rapidly change as well. One of the main responses from the industry to the environmental crisis has been the emergence of environmentally sustainable design (ESD) [2]. Architectural education also has opened their doors to ESD and learning of ESD practices became common in architectural design studios [3].…”

Section: Introductionmentioning

confidence: 99%

Developing a Pedagogical Model for Biophilic Design: An Integrative Conjecture Mapping and Action Research Approach

Wijesooriya

Brambilla

Markauskaitė

2020

WIT Transactions on the Built Environment

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Environmentally sustainable design (ESD) was developed as a response to the increasing demands to address sustainability challenges within built environment (BE). BE stakeholders have already adopted ESD as a critical principle in their practices and it is crucial to embed ESD in preparing the next generation of BE professionals. In industry, various ESD frameworks have been developed and adopted to measure the success of design in terms of achieving sustainability. Similar frameworks have been used extensively to guide and scaffold learning for sustainable design in design studios. These frameworks offer predetermined sets of criteria to measure quantifiable building performance parameters. However, there have been growing concerns that the ESD frameworks do not help enhance human-nature connectedness (HNC), where attention was given to biophilic design (BD) to bridge this gap. Availability of few BD frameworks limits the opportunities to adopt them in ESD studios. Further, current BD frameworks focus on qualitative place-making aspects of building designs with less emphasis on quantifiable building performance. This is the critical challenge in teaching BD in ESD studios where the ESD frameworks are used as a central pedagogical tool to guide students' selfassessment, reflection and learning. This chapter reports on an educational design and research study that involved a systematic development of a pedagogical model for incorporating BD in ESD studios. We present here our conceptual and methodological work done as a part of this study consisting two steps. Firstly, we developed a general approach for designing and testing pedagogical innovations in ESD studios by combining educational design-based research and action research approaches. Secondly, we applied this general approach to creating a pedagogical model for teaching students to develop and use BD frameworks. The proposed general approach can be adopted in ESD studios for designing and testing other pedagogical innovations for ESD.

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Teaching sustainable design in architecture education: Critical review of Easy Approach for Sustainable and Environmental Design (EASED)

Cited by 30 publications

References 28 publications

A self-evaluation tool of sustainability concepts in higher education institutions courses

A self-evaluation tool of sustainability concepts in higher education institutions courses

Health and Habitability in the Solar Decathlon University Competitions: Statistical Quantification and Real Influence on Comfort Conditions

Developing a Pedagogical Model for Biophilic Design: An Integrative Conjecture Mapping and Action Research Approach

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