Educating the designer: an operational model for visualizing low-energy architecture

Hamza, Neveen and Horne, Margaret (2007) Educating the designer: an operational model for visualizing low-energy architecture. Building and Environment, 42 (11). pp. 3841-3847. ISSN 0360-1323

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Official URL: http://dx.doi.org/10.1016/j.buildenv.2006.11.003

Abstract

Awareness of the need to integrate sustainability at all levels has recently been gaining momentum in education to meet pedagogical university policy, government and employers’ expectations. Within the School of the Built Environment at Northumbria University, an integrated project base has been adopted for second year students. The project is based on integrating three modules, where on completion the students would be able to adopt a relational thinking process taking energy conservation right into the design phase. A questionnaire was conducted at the end of the academic year on 12 students to assess the pros and cons of the integrated project work. This paper intends to disseminate an operational model for integrating teaching and assessment between three modules dealing with design, assessing environmental performance and visualization, which have traditionally been taught and assessed separately, to achieve a low-energy house.

Item Type: Article
Additional Information: A well established peer-reviewed international scientific refereed journal. The paper is co-authored with academic colleague (50%). This paper has attracted interest, being empirically based on an integrated curriculum linking three different modules that are normally taught in isolation. It is topical in highlighting how sustainability can be quantified as well as its impact on material and design choices.
Subjects: F800 Physical and Terrestrial Geographical and Environmental Sciences
K200 Building
Department: Faculties > Engineering and Environment > Architecture and Built Environment
Depositing User: EPrint Services
Date Deposited: 28 Oct 2008 15:36
Last Modified: 10 Aug 2015 11:28
URI: http://nrl.northumbria.ac.uk/id/eprint/2502

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