Sustainable Architectural Design Education: An Improved Experimental Method in a 3rd Year Design Studio

Kamal Eldin Mohamed
The design studio is a unique class format within the architectural curriculum education, in which learning is based on student-instructor interaction and learning by experiences while architectural design is the collective of knowledge and skills to accomplish a unique expectation of a product. Sustainable design has been incorporated into many architecture curriculum education programs but there has been lack of merging in design studio project. This study introduces an improved method of the first experimental Sustainable Architectural Design Studio (SADS) with restructured teaching tools for integrating sustainability principles in design studio along with the studio outcome. In additional, it presents the evaluation and the assessment of the improved method as well as the finding along with the recommendations for the future experimental.

Keywords

Architectural education; Design studio pedagogy; Sustainability.

References

Altomonte, S., Reimer, H., Rutherford, P., & Wilson, R. (2014). Towards Education for Sustainability in University Curricula and in the Practice of Design'. In Proceedings of the Sustainable Architecture for a Renewable Future, Munich, Germany.

Altomonte, S., Rutherford, P., & Wilson, R. (2014). Mapping the way forward: Education for sustainability in architecture and urban design. Corporate Social Responsibility and Environmental Management, 21(3), 143-154. doi:10.1002/csr.1311

Anderson, N. M. (2012). Public Interest Design: A Vehicle for Change in Architectural Education and Practice. In Proceedings of the 2012 ACSA International Conference, Barcelona, Spain.

Attoe, W., & Mugerauer, R. (1991). Excellent studio teaching in architecture. Studies in Higher Education, 16(1), 41-50.

Carlhian, J. P. (1979). The Ecole des Beaux-Arts: modes and manners. Journal of Architectural Education, 33(2), 7-17.

Chickering, A. W., & Gamson, Z. F. (1987). Seven principles for good practice in undergraduate education. AAHE bulletin, 3, 7.

Paker Kahvecioğlu, N. (2007). Architectural design studio organization and creativity. A| Z ITU Journal of the Faculty of Architecture, 4(2), 6-26.

Kurt, S. (2012). Applying Constructivist Instruction Method to the Basic Design Course. International Journal of Arts & Sciences, 5(5), 253-262.

Lofthouse, N. (2013). The changing nature of architectural education. MA, Development and Emergency Practice, Oxford Brookes University.

Mohamed, K. E., & Durmuş Arsan, Z. (2016). BIF Ideas for Bornova: Municipality of Bornova Culture Centre Design Project / BIF Bornova için Fikirler: Bornova Belediyesi Kültür Merkezi Tasarım Projesi (Vol. 2). Izmir, Turkey: Bornova Municipality.

Mohamed, K. E., & Özkan, S. T. E. (2018). Sustainable architectural design education: A pilot study in a 3rd year studio. The Academic Research Community publication, 2(3), 126-135.

Mohamed, K. E., & Elias-Ozkan, S. T. (2019). Incorporating Sustainability Principles into Architectural Design Education: Results of an Experimental Design Studio. Journal of Green Building, 14(3), 143-158.

Nikolic, D., Messner, J. I., Lee, S., & Anumba, C. (2010, June). The virtual construction simulator-development of an educational simulation game. In Proceedings of the International Conference on Computing in Civil and Building Engineering. University of Nottingham..

Oxman, R. (1999). Educating the designerly thinker. design Studies, 20(2), 105-122. doi: 10.1016/S0142-694X(98)00029-5

Pernice, K. (2013). Charrettes (Design Sketching): Half Inspiration, Half Buy-In. Nielsen Norman Group, Retrieved from http://www.nngroup.com/articles/design-charrettes/

Sarhan, A., & Rutherford, P. (2014, September). Integrating sustainability in the architectural design education process-taxonomy of challenges and guidelines. In Fusion-Proceedings of the 32nd eCAADe Conference. (pp. 323-332).

Taleghani, M., Ansari, H. R., & Jennings, P. (2011). Sustainability in architectural education: A comparison of Iran and Australia. Renewable energy, 36(7), 2021-2025. doi:10.1016/j.renene.2010.11.024

Tommerup, H., Rose, J., & Svendsen, S. (2007). Energy-efficient houses built according to the energy performance requirements introduced in Denmark in 2006. Energy and Buildings, 39(10), 1123-1130. doi:10.1016/j.enbuild.2006.12.011

UNESCO. (2011). UIA/UNESCO Charter for Architectural Education. Retrieved from http://www.uia.archi/sites/default/files/charte-en.pdf

United-Nations. (1987). Report of the World Commission on Environment and Development: Our Common Future. Oxford: Oxford University Press.

Whitford, F. (Ed.). (1993). The Buhaus: Masters & Students by Themselves. Overlook Press.

Wood, E. J. (2004). Problem-based learning: Exploiting knowledge of how people learn to promote effective learning. Bioscience education, 3(1), 192-194.

Yu, F. D. (2014). Impact of digital technology on Architectural Design Teaching. In Advanced Materials Research (Vol. 989, pp. 5390-5393). Trans Tech Publications Ltd.

Copyright (c) 2020 The Academic Research Community publication Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 International License.