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American Solar Energy Society (ASES) National Passive Conference, Austin, TX June 2003

This project aims to enhance the incorporation of sustainable environmental design principles in higher education and industry continuing education programs in architecture and landscape. It draws inspiration from historical academies like Ecole des Beaux-Arts and Bauhaus and provides a comprehensive framework for teaching holistic design considerations that integrate environmental, economic, and social goals. The curriculum model includes core courses on natural, cultural, structural, and energy systems, along with support courses on topics like site and microclimate design, constructability, economics, and comprehensive design. By emphasizing interdisciplinary skills and a deep understanding of interconnected systems, this model seeks to cultivate a new generation of architects and landscape architects who are equipped to address the challenges of the modern built environment.

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American Solar Energy Society (ASES) National Passive Conference, Austin, TX June 2003

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  1. SUSTAINABLE ENVIRONMENTAL DESIGN EDUCATIONA CURRICULUM MODEL FOR ARCHITECTS AND LANDSCAPE ARCHITECTS American Solar Energy Society (ASES) National Passive Conference, Austin, TX June 2003

  2. Background In 2000, the Governor of the State of California issued Executive Order D-16-00 that seeks to reduce costs and improve environmental performance of state buildings in all phases of construction operations and maintenance.

  3. Scope of Work The California Integrated Waste Management Board (CIWMB) together with the College of Architecture and Environmental Design at Cal Poly-San Luis Obispo (CAED) are undertaking a project to improve the adoption of sustainable environmental design principles in higher education and industry continuing education programs in landscape and architecture

  4. Definitions “Sustainable environmental design” consists of the principles and practices of architecture and landscape architecture that protect environmental quality and human health, reduce environmental impacts resulting from physical changes to buildings and landscapes, and improve the life-cycle economics of natural, human, and financial investments in the built and natural environment.

  5. Ecole des Beaux Arts This academy, founded in 1733, defined Architecture as one of the Fine Arts and courses were structured accordingly. In the 19th Century the Ecole became the most influential architectural school in the world. It became the model for schools in every Western country. Most well known American architects of the 19th century studied there and most pre-WWII curricula in the U.S. were based on the Beaux Arts format.

  6. Bauhaus The Bauhaus was founded in 1919 by Walter Gropius as a counter to the established academies. It was based on the idea of Architecture and Design being a functional element as part of an increasingly industrialized society. It was extraordinarily influential in the Modern Movement. After World War II most American Schools changed to a Bauhaus inspired curriculum model.

  7. Comparison of Three Situations

  8. Comparison (continued)

  9. Comparison (continued)

  10. Methodology: two approaches Survey Model Concerns Topics Tests info info Analysis of information Implications of topics Relationships between topics Case Studies Hierarchy of subjects Construction of Proposed Curriculum Model

  11. Implications SPECTRUM OF DEFINITIONS SPECTRUM OF DEFINITIONS Planning for future generations and our own Human activities more integrated w/natural processes More diverse yet holistic systems Cultural shift Reconnect to natural processes & respond to opportunities Era of information & sustainability Longer range CONCEPTS SOME DESIGN CONSIDERATIONS

  12. Holism • Holism implies integration of all the parts to develop a condition where the sum of the whole is greater than the parts, thus achieving synergy.

  13. Context and Setting of the Planet as a Whole • Interconnections • Complex reality

  14. Underlying Disciplines & Skills Emphasized • Math (Fractal Geometry) • Information Theory • Ecology • Greater breadth of synthesis

  15. Achieving Expression & Aesthetic Emphasis • Connectivity • Diversity • Complexity • Fluidity

  16. Health • Environmental • Economic • Social

  17. Goals • Help Achieve and Define a Cultural Era of Information, Sustainability, Global Commerce, and Equity

  18. Linkages Design courses Core courses Support courses

  19. YEAR 1 2 3 4 5 Semester II. Site and microclimate design IV. Constructability And Economics V. Comprehensive Design I. Foundation design III. Building and landscape ecology DESIGN COURSES CORE COURSES Natural, cultural, + aesthetic systems Natural, structural + material systems Natural, energy + bio- resources Cultural, economic + legal systems ALL systems + resources 1f 2f 5f 6f 4f 8f 3f 7f 9f 10f SUPPORT COURSES See Outline of Topics for numeric and label references.

  20. THE MURKY REALITY • The Survey • Case Studies • Topics & Templates

  21. Design and… Natural Systems Cultural Systems Economic Systems Information Systems Aesthetic Systems Structural Systems Material Resources Energy Resources Topics

  22. Design and Natural Systems • planetary systems and dynamics • ethical issues and theories • patterns and scaling • natural history and resources • site analysis, site planning, and site design • research methods

  23. Design and Cultural Systems • cultural ecology & cultural history • social issues regarding the built environment • history of settlement patterns • history of landscapes and landscape design • history of architecture and construction • architectural programming

  24. Design and Economic Systems • triple bottom line accounting • ethics and economic issues • introduction to professional practice • regulatory conditions • operations of professional practice • details of professional practice

  25. Design and Information Systems • communication and design • graphics • electronic communication • computer aided design and presentation • drawing • research methods

  26. Design and Aesthetic Systems • history and philosophy of aesthetics • painting • sculpture • crafts • photography • computer art

  27. Design and Structural Systems • structural integration • building structural systems • traditional structural materials • new structural materials • construction techniques • structural detailing and specifications

  28. Design and Material Resources • aesthetics of materials • water, waste and supplemental materials • materials selection • materials assembly techniques • materials detailing and specifications

  29. Design and Energy Resources • bioclimatic design principals • building metabolism • passive heating and cooling • natural lighting, natural ventilation, electrical generation possibilities • calculations and modeling techniques • mechanical backup systems integration

  30. Template

  31. Template

  32. Summary & Conclusions Much like the revolutionary effect of the Beaux Arts and Bauhaus traditions, sustainable design is awaiting its debut as a cohesive design pedagogy. The SEDE program is allowing for the description and testing of a curriculum to teach the essential lessons of our era of diminishing resources and environmental quality.

  33. Summary (continued) It is anticipated that the “Idealized curriculum” will be especially helpful as a starting point for generating specific curricula. As the survey data continue to come in, they will become more useful to inform the development of the final Sustainable Environmental Design Education Program.

  34. Acknowledgements CIWMB Cal Poly Faculty & student assistants Rachel Aljlani, Scott Cochran, Travis Hamera And the host of advisors, formal and informal, on the project.

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