Academic literature on the topic 'Architectural design; schools; environmental design'
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Journal articles on the topic "Architectural design; schools; environmental design"
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Klochko, Asmik R., and Polina A. Topaeva. "Current trends in the architectural design of inclusive schools." Stroitel'stvo: nauka i obrazovanie [Construction: Science and Education] 11, no. 3 (September 30, 2021): 23–40. http://dx.doi.org/10.22227/2305-5502.2021.3.2.
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Introduction. The co-authors address current trends in the architectural design of inclusive schools. Their mission is to maximize the social involvement and integration of disabled children into groups of kids. The purpose of this research is to identify guidelines for designing inclusive schools and to make recommendations for the design of inclusive schools that conduct adaptation events. Materials and methods. The co-authors have used methods of comparative analysis and synthesis of foreign and Russian research, literary and design materials; findings of sociological surveys; a multidisciplinary approach that encompasses medicine, social science, and legal norms, that influence the guidelines for designing inclusive schools. Results. The research is focused on developing guidelines for designing inclusive schools and recommendations on the design of inclusive schools whose administration conducts adaptation events for children with minor disabilities and a normal level of intelligence, the vision acuity of, at least, 0.4 diopters, the hearing impairment of 26 to 40 dB, minor muscle-skeleton disorders, including wheelchair users, capable of getting around on their own. These results may be taken advantage of by architects, designing inclusive schools; they can also be taught at universities of architecture. Conclusions. The co-authors make recommendations for the design of inclusive schools designated for particular categories of disabled persons. The analysis of problems in the context of architectural and space-planning design of inclusive school buildings will allow to improve their structure and study their typology with a view to further development. The development of inclusive education, which is also regarded from the standpoint of architectural and space-planning design, draws human attention to the problem of responsibility for disabled children that must be be assumed by the society and the state.
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Keumala, Nila, Mohammed Amer Younus, Yong Kuan, Asrul Sani Bin Abdul Razak, Muhammad Azzam Ismail, and Karam M. Al-Obaidi. "Pedagogy of Architectural Education on Sustainability in Malaysia – Student Perspective." Open House International 41, no. 4 (December 1, 2016): 104–8. http://dx.doi.org/10.1108/ohi-04-2016-b0014.
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The increasing global concerns about the environmental degradation and climate changes oblige architecture students to apply sustainable design approaches in their studio projects. Therefore, renewable energy raises the expectation of providing sustainable solutions for their architectural design proposals. This paper aims to investigate the learning of students in knowledge, awareness and applicability on sustainability during their first three years of the part 1 architecture programme. Surveys were conducted on 500 students from eight architecture schools from the local universities, two architecture schools from the polytechnic colleges and three architectural schools from the overseas universities. These survey results from 335 respondents confirmed that the learning on sustainability through self (51.6%), peer (48.6%) and design studio lecturers (37.0%). These results confirmed also that most respondents did rely on pre-design assessments to develop sustainable design strategies in their final architectural design proposals. These results concluded that the perception of architecture students on learning sustainability is based mainly on other sources. These findings provide knowledge for educationists and practitioners towards the planning of architecture curriculum and the implementation of pedagogical approach in sustainability. This paper determines the most important source of learning on sustainability knowledge for students in the pedagogy at university level.
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Yue, Peng, Jia Ping Liu, Bin Zhou, Yi Xuan Lu, and Ashley Xin Zhang. "Ecological Architectural Technology Optimization Design — Longgang High School’s Cafeteria Design as an Example." Advanced Materials Research 368-373 (October 2011): 3619–23. http://dx.doi.org/10.4028/www.scientific.net/amr.368-373.3619.
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Problems such as poor indoor environment, pollution to the surrounding environment and waste of water and power universally exist in the school’s cafeterias. In view of this, in the design of Hanzhong Longgang High School’s cafeteria, the pre-research was firstly made to discover and analyze the existing environmental problems and their causes; then the design objectives were brought forward to lower environmental pollution, improve indoor environmental quality, and reduce energy consumption. After that, ecological technological measures were selected and optimized to be applied to the architectural space design. Lastly, architectural scheme was created. In the architectural design, the ecological technology has been applied to achieve the proposed goals in order to create a healthy and comfortable dining environment for the students, and, at the same time accumulate experience on optimized design of ecological buildings.
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Dong, Tie Xin. "Metal Coat of Modern Architecture." Applied Mechanics and Materials 357-360 (August 2013): 1379–82. http://dx.doi.org/10.4028/www.scientific.net/amm.357-360.1379.
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There has been a long history of applying metal to architecture. At the beginning, they just appeared in the structure of bridges, factories and storages, and then gradually turned up as a form of building structural materials in civil architecture such as markets, schools and office buildings. So all the time, metal like steel structure or hardware impresses people as a kind of industrialized building materials. With the development of architectural technology and the researching of characteristics of building materials, metal material has been brought in building skin design with brand-new appearance, and coruscate new vitality in the field of architectural design depending on full of variety of expressions and economic environmental character.
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Montoya, Olga Lucia, and Cesar Augusto Mejía Zuluaga. "Standard for School Design in The Tropics: Compliance and Classroom Comfort." Journal of Design and Built Environment 21, no. 3 (December 31, 2021): 63–82. http://dx.doi.org/10.22452/jdbe.vol21no3.5.
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For the design of schools in Colombia, NTC 4595: Planning and Design of School Facilities and Environments, offers design recommendations to achieve comfortable spaces in terms of thermal, visual and auditory comfort. The aim of the contribution, derived from a PhD research, is to analyze the comfort in classrooms of public schools in Cali in terms of: a. climatic moments and b. level of compliance with the Technical Standard, in order to validate the relevance of the recommendations to the comfort perceived by students. The methodology used is the User Perception Environmental Audit, in four public schools, for which measurements of environmental parameters were made with specialized equipment and surveys of 535 students. Statistical processing was carried out using test for paired samples, and one way ANOVA's. Among the main findings is the low use of external environmental conditions, derived from inflexible architectural envelopes; in addition to the low relationship between compliance with the standard and the comfort perceived by students. This demonstrates the need for further study of the normative ranges and recommendations for tropical contexts such as the one studied.
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López-Chao, Vicente, Antonio Amado Lorenzo, Jose Luis Saorín, Jorge De La Torre-Cantero, and Dámari Melián-Díaz. "Classroom Indoor Environment Assessment through Architectural Analysis for the Design of Efficient Schools." Sustainability 12, no. 5 (March 6, 2020): 2020. http://dx.doi.org/10.3390/su12052020.
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Optimization of environmental performance is one of the standards to be achieved towards designing sustainable buildings. Many researchers are focusing on zero emission building; however, it is essential that the indoor environment favors the performance of the building purpose. Empirical research has demonstrated the influence of architectural space variables on student performance, but they have not focused on holistic studies that compare how space influences different academic performance, such as Mathematics and Arts. This manuscript explores, under self-reported data, the relationship between learning space and the mathematics and art performance in 583 primary school students in Galicia (Spain). For this, the Indoor Physical Environment Perception scale has been adapted and validated and conducted in 27 classrooms. The results of the Exploratory Factor Analysis have evidenced that the learning space is structured in three categories: Workspace comfort, natural environment and building comfort. Multiple linear regression analyses have supported previous research and bring new findings concerning that the indoor environment variables do not influence in the same way different activities of school architecture.
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Turgut, Hülya, and Emel Cantürk. "Design Workshops as a Tool for Informal Architectural Education." Open House International 40, no. 2 (June 1, 2015): 88–95. http://dx.doi.org/10.1108/ohi-02-2015-b0012.
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Although the design studio has formally been the locus for design education, informal education approach has gained more and more acceptance in the world. Informal education, which is the education outside the confines of curricula, includes the acquisition of knowledge and skills through experience, reading, social contact, etc. Workshops cover the essential weight of this informal education. Although the role of the design workshops in architectural design education has been very limited through overall design education’s past, many schools of architecture have taken steps to consider workshops as the part of informal learning and education. “Culture and Space in the Build environment” (CSBE) Network of IAPS have been organizing “culture and design workshop series” for graduate and post graduate students in Turkey since 2001. In these workshops, a design teaching approach based on the conceptual framework of culture and space interactions is applied. The conceptual framework developed for the architectural design education, takes three fundamental starting points for workshops as the part of informal design education: as a tool for informal design education (method), as a tool for learning & understanding culture-environment relations (content), and as a tool for awareness of different environments/contexts (scale/place). The foundation of the conceptual framework is based on the general approach that discusses the “architectural design process” with regards to environmental context and content. Within this context the aim of the paper is to discuss and evaluate the importance and the contribution of workshops as tool for informal architectural design education. These discussions will be held on the case of IAPS-CBSE Network’s last workshop “Istanbul as a Palimpsest City and Imperfection”. In the paper, the process, the method, the content and the results of workshop studies will be discussed and evaluated.
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Romashko, Anastasiia, and Yuliia Kharaborska. "SOME ASPECTS OF THE NEED FOR RENOVATION OF THE FUNCTIONAL PLANNING STRUCTURE OF SCHOOLS." Architectural Bulletin of KNUCA, no. 22-23 (December 12, 2021): 150–56. http://dx.doi.org/10.32347/2519-8661.2021.22-23.150-156.
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The article considers the architectural problems of modern secondary education from the point of view of changes in the requirements of both the functional planning structure of the school and the educational process, in accordance with the reform of the Ministry of Education and Science - “New Ukrainian School”. It is noted that in Ukraine, most schools were built during the Soviet era and, accordingly, they do not meet modern requirements and are in need of renovation. Various periods of the formation and design of schools during the Soviet Union, from 1926 to 1956, are examined. The role of school is defined as a place where a person begins to form as an individual, and starts to realize their role in life. The influence of the architecture of the school building on the character and worldview of the child is considered. Such modern design trends of schools abroad as “open space”, “aspect of mobility”, and environmental friendliness are elaborated upon. The formation of a free school space layout allows the child to feel free and comfortable, and also makes it possible not to “hold down” thoughts in the process of understanding oneself and the world around them, establishing a more creative atmosphere. Another important aspect of the formation of modern schools in the world is mobility. In schools with a mobile interior, the child and the teacher can change the space for themselves - move everything and rearrange it as they need. The items do not have a fixed place, it is decided as necessary. One of the current trends in the architecture and design of modern schools is the inextricable link with the natural environment, the active interaction of the building and natural elements, their inclusion in school architecture and indirectly in the educational process. This direction is implemented using the technologies of "green building", that allow to create a sustainable architectural environment for school buildings and complexes, which preserves and improves the environment. Some examples in modern world architecture are analyzed, illustrating approaches to the design and renovation of schools.
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Kelbaugh, Douglas. "“Seven Fallacies in Architectural Culture”." Open House International 31, no. 2 (June 1, 2006): 5–11. http://dx.doi.org/10.1108/ohi-02-2006-b0002.
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As an architect and educator I worry about the intellectual and pragmatic challenges that currently bedevil architectural practice and pedagogy. There are at least seven design fallacies that in various combinations permeate professional practice and studio culture at most schools of architecture. Some are self-imposed and tractable; others are less easily addressed because they are externally driven by the media, technology, globalization and capital. Some are about form-making; others are about social equity and environmental sustainability. All seven are deeply embedded in our architectural psyches. Changing them will not be easy, but change them we must if we want to recuperate architecture and urbanism, as well as invigorate them as a more positive and progressive force in the world.
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de Freitas, Elizabeth, David Rousell, and Nils Jäger. "Relational architectures and wearable space: Smart schools and the politics of ubiquitous sensation." Research in Education 107, no. 1 (November 15, 2019): 10–32. http://dx.doi.org/10.1177/0034523719883667.
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This paper undertakes an analysis of the “smart school” as a building that both senses and manages bodies through sensory data. The authors argue that smart schools produce a situation of ubiquitous sensation in which learning environments are continuously sensed, regulated, and controlled through complex sensory ecosystems and data infrastructures. This includes the consideration of ethical and political issues associated with the collection of biometric and environmental data in schools and the implications for the design and operation of learning environments which are increasingly regulated through decentralized sensor networks. Working through a relational and adaptive theory of architecture, the authors explore ways of intervening in smart schools through the reconceptualization of sensor technologies as “atmospheric media” that operate within a distributed ecology of sensation that exceeds the limited bandwidth of the human senses. Drawing on recent projects in contemporary art, architecture, and interaction design, the authors discuss specific architectural interventions that foreground the atmospheric qualities and ethical problematics of sensor technologies in school buildings.
Dissertations / Theses on the topic "Architectural design; schools; environmental design"
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Dejesús, Estrada Sonia Mariana. "Environmental design & sustainability : strategies for teaching and learning in UK schools of architecture." Thesis, University of Sheffield, 2003. http://etheses.whiterose.ac.uk/3457/.
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Björklund, Fanny, and Maria Bramfors. "An architectural perspective on schools in the Philippines : A research into the importance of a classroom’s physical environment and possible improvements for a better learning environment." Thesis, Linnéuniversitetet, Institutionen för byggteknik (BY), 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-53756.
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The physical environment in schools is an important factor that benefits the educational quality and has an essential role in the student's learning process. In the Philippines the physical environment is underdeveloped in the schools, since the main focus is on developing a basic foundation and on making sure that every child can go to school. This thesis studied the classrooms' physical environment in three selected schools in the Philippines. It presents improvements of the classroom’s physical environment. This study can be used as indicative guidelines when designing classrooms in the Philippines. This study is supported by the Minor Field Study scholarship, founded by SIDA.
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Hemmingsson, Helena. "Student-environment fit for students with physical disabilities /." Stockholm, 2002. http://diss.kib.ki.se/2002/91-7349-276-0.
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Rossouw, Renee Elizabeth. "A new learning environment: designing an urban school dedicated to the learner and the community at large." Master's thesis, University of Cape Town, 2009. http://hdl.handle.net/11427/24370.
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My project is the design of a primary school in an urban context with an interest in developing a school that speaks about new type of learning environments. This typology will address the challenges of designing a school in an urban context, Cape Town, while rethinking how schools are designed with regards to its programme and layout. I am concerned with designing a school which will truly be a space for the learner. This environment is a space where he/she can work/learn together as a group or individually, in classes or in self-study-activities. This environment is a place where the learner can meet and play in an ungoverned manner, where the school building has an equal emphasis on learning and playing. The design of this building should address the needs of the learner as a child that needs to learn, express, move, run. At the same time, the school-building is no longer a sole institution used only by its learners. Rather, it becomes a building which can bring together learners from different schools, and other members of the public to become an active community building. This document will reveal the process of uncovering that Circulation-space is one of the primary spatial components in new School Design - This component will resolve my above-mentioned inquiries as it becomes the solution to architecturally resolving it. This document is divided into the following processes: Chapter l (The Design Principles): I will investigate 3 case studies of three different types of schools and conclude with design principle which will act as design informants for the school I will design. The primary conclusions will then be developed into conceptual ideas whose architectural expression will be addressed in chapter 4. In Chapter 2 (Site Selection), I start of by investigating 6 schools and their facility deficiencies located in close proximity to each other in the city of Cape Town. These deficiencies act as informants to what the Semi-public Shared facilities will be as part of the programme of my school. This chapter also includes diagrams and investigation into the site I have chosen. In Chapter 3 (Timber as Material) I look at different used of timber as a material in school design. Chapter 4 (Design Development), I focus my-design as responding to the challenges of an urban school, as well as further developing the concept of Circulation as one of the primary spatial components in School design. The rest of the chapter will include the spatial explorations of designing the new type of urban school.
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Reves, Ian P. "New assemblies for learning : flexible construction systems aimed at new concepts of learning environments." Thesis, Georgia Institute of Technology, 2011. http://hdl.handle.net/1853/39616.
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The design and construction of American public high schools are forcibly influenced by ultra-cost effective techniques demanding simplicity in construction and durability of material. The inflexibility and banality of the architecture this paradigm typically delivers begs for exploration of the feasibility of innovative construction technologies. Technologies that influence both form and technique such as prefabrication of modular elements, utilization of CAD/CAM techniques to mill customized parts and pliable materials (i.e. plastics) crafted to achieve dynamic forms. More engaging, flexible learning environments could be realized that significantly increase the performance of the architecture, both formally and ecologically, as well as ennobling students.
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Hunter, Katie. "Environmental Psychology in Classroom Design." University of Cincinnati / OhioLINK, 2005. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1131581482.
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Thomas, Johnny. "Archstand theory of design for innovation : the integration of design and innovation using conceptual architectures." Thesis, Massachusetts Institute of Technology, 1995. http://hdl.handle.net/1721.1/11722.
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Thesis (Ph. D.)--Massachusetts Institute of Technology, Dept. of Civil and Environmental Engineering, 1995, and Thesis (Ph. D.)--Massachusetts Institute of Technology, Sloan School of Management, 1995.Includes bibliographical references (p. 282-283).
by Johnny Thomas.
Ph.D.
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Mahoney, Michelle A. "Educational Facilities: Designing for Everyday Stress in Public, Primary School Environments." University of Cincinnati / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1428048435.
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Wallhagen, Marita. "Environmental Assessment of Buildings and the influence on architectural design." Licentiate thesis, KTH, Miljöstrategisk analys, 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-26159.
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This licentiate thesis examines environmental assessment tools for buildings. This is done by investigating, analysing, comparing and testing how different environmental assessment tools measure the environmental performance of buildings and examining the consequences this may have on architectural design. The study begins by analysing three environmental assessment tools: Leadership in Energy and Environmental Design (LEED), Code for Sustainable Homes (CSH) and EcoEffect. These tools are then tested on a case study building (an eight-storey residential building) to analyse differences regarding assessment results, improvement proposals and potential impacts on architectural design. One of the environmental impacts assessed in the three tools, namely Climate Change caused by gases having Global Warming Potential (GWP), is then analysed in greater detail from a life cycle perspective by measuring CO2-equivalents (CO2-eq). A basic calculation tool (referred to as the ENSLIC tool), based on life cycle assessment methodology, is used to assess a case study building (a four-storey office building in Gävle). The CO2-eq emissions from a building’s material production and energy use are calculated and the impacts of a number of suggested building improvements and changes of energy sources are analysed. The studies show the complexity of assessment tools and different ways to make comparisons. Both similarities and differences between the tools are apparent, regarding hierarchical structure and also on each hierarchical level, from categories to issues and parameters. It is also shown that the choice of environmental assessment tool may have an influence on the architectural design of buildings. The difficulty with assessing complex buildings is apparent even when only one environmental issue is assessed with the LCA-based ENSLIC tool. Many aspects influence the assessment result. These include energy use, choice of materials and choice of energy sources. The complexity and difficulty in linking buildings to environmental impact create a need for interactive tools measuring environmental performance, which can be useful as decision support in the early design phase.Denna licentiatavhandling behandlar miljöbedömningsmetoder för byggnader. Arbetet bygger på undersökningar analyser, jämförelser och tester av hur miljöbedömningsmetoder bedömer byggnaders miljöprestanda och undersöker även vilka konsekvenser som detta kan ha på arkitektonisk utformning. Forskningen börjar med att tre miljöbedömningsmetoder, Leadership in Energy and Environmental Design (LEED), Code for Sustainble Homes (CSH) och EcoEffect analyseras och jämförs. Sedan genomförs en fallstudie där de tre metoderna testas på ett bostadshus (ett åttavåningar högt bostadshus i Stockholm). Skillnader gällande miljöbedömningsresultat och miljöbedömningmetodernas förslag på förbättringsåtgärder samt eventuell påverkan på den arkitektoniska utformningen analyseras och diskuteras. En av miljöpåverkanskategorierna som bedöms i de tre metoderna, klimatpåverkan orsakad av gaser med inverkan på den globala uppvärmningen, analyseras sedan mer i detalj utifrån ett livscykelperspektiv genom att mäta byggnaders utsläpp av koldioxidekvivalenter (CO2 ekv). Ett förenklat beräkningsverktyg (som här benämns ENSLIC-verktyget), som är baserat på livscykelmetodik, används för att studera en byggnad (ett fyra våningar högt kontorshus i Gävle). Sedan beräknas utsläppet av CO2 ekv från byggnadens material- och energianvändning. Effekten av ett flertal föreslagna förbättringsåtgärder på byggnaden samt byte av energikällor analyseras också. Studierna visar på miljöbedömningmetodernas komplexitet och presenterar olika sätt att göra jämförelser på. Skillnader och likheter mellan metoderna påvisas gällande hierarkisk struktur och även på varje hierarkisk nivå, från kategorier till enskilda bedömda frågor och parametrar. Dessa skillnader talar för att olika metoder kan påverka den arkitektoniska utformningen av byggnader. Svårigheten i att bedöma komplexa byggnader belyses även när endast en miljöpåverkan bedöms med det livscykelanalys baserade ENSLIC-verktyget. Många saker påverkar resultatet, framförallt energianvändning tillsammans med materialanvändning och val av energikällor. Den komplexa och svåra uppgiften att länka samman byggnader med deras miljöpåverkan öppnar upp för användande av interaktiva verktyg som mäter miljöpåverkan som kan användas som beslutshjälpmedel i tidiga designskeden.
QC 20101123
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Park, Jin Gyu. "Environmental color for pediatric patient room design." Thesis, [College Station, Tex. : Texas A&M University, 2007. http://hdl.handle.net/1969.1/ETD-TAMU-2420.
Full textBooks on the topic "Architectural design; schools; environmental design"
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Meehan, Peggy. Greening our schools: A state legislator's guide to best policy practices. Washington, D.C: U.S. Green Building Council, 2010.
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Environmental psychology for design. New York: Fairchild, 2006.
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1939-, Neujahr James L., Nelson George D, National Science Foundation (U.S.), and City University of New York. City College., eds. Designed environments: Places, practices and plans. Portsmouth, NH: Heinemann, 2002.
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Katherine, Enggass, ed. Linking architecture and education: Sustainable design for learning environments. Albuquerque: University of New Mexico Press, 2008.
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Scott-Webber, Lennie. In sync: Environmental behavior research and the design of learning spaces. Ann Arbor, Michigan: Society for College and University Planning, 2004.
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Architecture of schools: The new learning environments. Oxford: Architectural Press, 2000.
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Space and learning: Lessons in architecture 3. Rotterdam: 010 Publishers, 2008.
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Architectural design: Integration of structural and environmental systems. New York: Van Nostrand Reinhold, 1991.
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Forster, Kim. Crime prevention through environmental design: Bibliography. [Ottawa?]: Crime Prevention Centre, 1985.
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National Crime Prevention Institute (University of Louisville), ed. Crime prevention through environmental design: Applications of architectural design and space management concepts. 2nd ed. Boston, Mass: Butterworth-Heinemann, 2000.
Find full textBook chapters on the topic "Architectural design; schools; environmental design"
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Carlini, Alessandra. "Museum Education Between Digital Technologies and Unplugged Processes. Two Case Studies." In Makers at School, Educational Robotics and Innovative Learning Environments, 155–63. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-77040-2_21.
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AbstractThis document presents the results of architectural design and prototyping of educational kits within the museum context, two case studies featuring a combination of digital technologies and unplugged processes. The field of application is cultural heritage and the topics are part of school curricula. The first case study is a museum display of digital video installations and educational kits that reproduce mechanisms of symmetry from patterned flooring (“www.formulas.it” laboratory, Department of Architecture, Roma Tre University and Liceo Scientifico Cavour” high school). The second case concerns the setting up of a school fab lab in which 3D-printed prototype educational kits are made for schools and museums in Rome, in partnership with the Municipality of Rome and the Ministry of Cultural Heritage and Activities (General Directorate for Education and Research). The cases involve professional, research and didactic experiences which led to funding-supported projects. The experiences showcase good practices in informal and cooperative learning, and highlight the relationship between education and popularization that draws on our architectural heritage.
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Borri, Samuele. "From Classroom to Learning Environment." In Makers at School, Educational Robotics and Innovative Learning Environments, 51–55. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-77040-2_7.
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AbstractThe concept of “space as the third teacher” suggests that the learning environment is as important as the teacher in the learning process. A constructivist pedagogical paradigm requires student-centered learning processes and learners to be autonomous and active. Therefore, more and more stakeholders and policy makers interested in school innovation put school buildings and learning environments at the top of their agendas. The Organisation for Economic Co-operation and Development (OECD), the European Commission and many universities all over the world are observing case studies and promoting guidelines to implement new ways to design and furnish schools. Indire is leading a research project on educational architectures, which promotes a support framework, entitled “1 + 4 Learning Spaces for a New Generation of Schools.” It is aimed at architects, municipalities, school principals and other stakeholders involved in the design, development and use of innovative learning environments.
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Cifuentes Quin, Camilo Andrés. "Environmental Analysis Processes and Algorithmic Design. An Educational Experience." In Architectural Draughtsmanship, 957–70. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-58856-8_75.
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Emmanuel, Udomiaye, Eze Desy Osondu, and Cheche Kalu. "Infection Control Through Environmental Design." In Architectural Factors for Infection and Disease Control, 78–92. New York: Routledge, 2022. http://dx.doi.org/10.4324/9781003214502-7.
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d’Annuntiis, Marco, and Sara Cipolletti. "Child Friendly Architectures. Design Spaces for Children and Adolescents." In Makers at School, Educational Robotics and Innovative Learning Environments, 353–58. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-77040-2_47.
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AbstractThis paper presents the educational and laboratory experience of the course entitled “Child Friendly Architectures”, taught during the 2019 academic year at the School of Architecture and Design (SAAD) of the University of Camerino, in collaboration with UNICEF Italia. The training course is the first in Italy to build a dialogue between the discipline of architecture and the protection and promotion of children and adolescents’ rights. The course was offered to the university’s students and was structured as two modules. In a series of training seminars, the first module, Teaching Activity, addressed the design of spaces for children and adolescents while looking closely at good practices and case studies. The second module, Application Activity, was a practical laboratory which guided students in a participatory process of planning. The students experimented with reading and planning a specific context in which they live, using specially structured tools and methods. The Child Friendly Architectures training course theorizes a way of thinking about the design of spaces for children and adolescents, taking into consideration their rights, and promoting the learning of tools, design techniques and new technologies. The competences involved in participatory planning—which can be learned—strengthen team work through important networking and listening opportunities. This helps young people to develop a critical awareness of children and adolescents’ rights, and the quality of the spaces dedicated to them.
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Nulli, Giovanni, Gianluigi Mondaini, and Maddalena Ferretti. "Innovative Spaces at School. How Innovative Spaces and the Learning Environment Condition the Transformation of Teaching." In Makers at School, Educational Robotics and Innovative Learning Environments, 27–32. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-77040-2_4.
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AbstractThis paper introduces the contributions to Track C1 of the symposium, which explored the link between architectural space and learning processes, while trying to outline their connection and mutual influence. The paper also aims to outline major trends and innovative approaches in the field of school design. Specifically, it refers to the relationship between the architecture of school, the users’ spatial perception, and the capacity to increase learning skills through the experience of comfort and quality spaces. Also, the relationship with the urban structure is investigated as a crucial aspect of school architecture.
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Ries, Robert, and Ardeshir Mahdavi. "Evaluation of Design Performance through Regional Environmental Simulation." In Computer Aided Architectural Design Futures 2001, 629–42. Dordrecht: Springer Netherlands, 2001. http://dx.doi.org/10.1007/978-94-010-0868-6_47.
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Lau, Kevin Ka-Lun, Zheng Tan, Tobi Eniolu Morakinyo, and Chao Ren. "Environmental Perception and Outdoor Thermal Comfort in High-Density Cities." In SpringerBriefs in Architectural Design and Technology, 51–65. Singapore: Springer Singapore, 2021. http://dx.doi.org/10.1007/978-981-16-5245-5_4.
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Imbert, Frédéric, Kathryn Stutts Frost, Al Fisher, Andrew Witt, Vincent Tourre, and Benjamin Koren. "Concurrent Geometric, Structural and Environmental Design: Louvre Abu Dhabi." In Advances in Architectural Geometry 2012, 77–90. Vienna: Springer Vienna, 2013. http://dx.doi.org/10.1007/978-3-7091-1251-9_6.
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Zhang, Jane. "The Creative Learning Spiral: Designing Environments for Flaring and Focusing." In Teacher Transition into Innovative Learning Environments, 227–42. Singapore: Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-15-7497-9_19.
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AbstractWith growing interest in creative learning in recent years, this paper sought to define creative learning through the design of learning spaces. Two learner groups were studied for their interactions with peers, educators, and their spaces—design students at Harvard’s Graduate School of Design, a traditional architectural studio environment, and student entrepreneurs at the Harvard Innovation Lab, a startup venture incubator. The result was a new design framework called the creative learning spiral, which groups creative learning into four types of activities: sparking, making, grazing, socializing. The open layouts of both settings facilitated social learning activities of sparking, grazing, and socializing, whereas making time required students to create their own focused environments. The creative learning spiral can be used as a tool to assess the spatial needs of specific creative learning activities, in order to design environments that accommodate the needs of learners.
Conference papers on the topic "Architectural design; schools; environmental design"
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Mesa, Felipe, and Miguel Mesa. "Clouds of Wood: A Columbian Design-Build Experience." In Schools of Thought Conference. University of Oklahoma, 2020. http://dx.doi.org/10.15763/11244/335064.
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The idea of complexity in the teaching and practice of architectural design is linked to formal processes or their programmatic features, leaving aside relevant aspects of the complete cycle of an emergent building: the relationships with the communities involved, management of financial and material resources, technical designs, environmental qualities, construction, and performance. In this way, too much relevance is given to the production of architectural representations and the student’s individual work, in detriment to the real impact that the student's activities may have on our society. In the Clouds of Wood Design-Build Studio (Medellín, Colombia, 2013–17), complexity was understood as the passage of a team of two professors and thirty students through the stages of design and construction of small-format buildings, made in association with rural communities near Medellín and a local company specializing in building with immunized wood. Constructions with a light program, low cost, and high impact on the communities’ daily lives were agreed on between all parties. Excessive production of drawings, models, and simulations was avoided, and collaboration between students, teachers, community leaders, representatives of municipal governments, and construction instructors was encouraged. In each semester of this course (ten studios in five years), the students worked in an articulated way in five groups with defined roles and responsibilities (fund-raising, drawing, wooden models, budget, construction). They only drew plans after knowing in depth the materials and construction technologies to be implemented; they only designed after visiting the communities involved; and they only built after understanding the budgets and the various constraints in play. If in a traditional design studio the students spend at least 80 percent of their time in activities of representation, often disconnected from everyday reality, in this course, they spent half of their time in meetings with experts and leaders, generating not only a balance in favor of the project but also a limited number of precise drawings. The course ran in four one-month modules: the first one to define in a group the overall aspects of the design (program, size, location, qualities) and evaluate five variants; the second, to develop the chosen design proposal; the third, to plan the construction phase; and the last, to build and inaugurate the building with the community. The result was the creation of a family of permeable buildings that are resistant and adapted to the tropical climate; have minimal geometric, structural, and tectonic variations; and made use of the constructive advantages of immunized wood. In addition, the consolidation of a group of students committed to the particular problems of communities, who can propose necessary, relevant, and unexpected buildings, raised the question about what is significant or even radical, today, in the education of architectural design: (a) the exploration of worlds (not yet seen) through images and models, or (b) the incorporation of design into the (already existing) complex and restrictive dynamics through a built architecture project?
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Pannone, Michelle. "Agency in the Education of an Architect: Models of Engagement Toward Empowering Students." In Schools of Thought Conference. University of Oklahoma, 2020. http://dx.doi.org/10.15763/11244/335065.
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The disparity between education and practice continues to dominate academic discourse, but oftentimes forgotten is the impact that agency plays in architectural education and, in turn, a student’s presence and contributions within the future of the built environment. Integrating a haptic and tangible process with easily recognizable social implications alongside traditional didactic models in architectural education engenders a sense of empowerment and obligation to a larger social authority. How might agency drive the education of an architect? In addition to teaching technical skills, how might academia address the methods to develop students’ skill sets working with and through local and political actors? Implemented as an experimental design-build course, the intention is to enable students to apply their understanding of the design thinking process and knowledge of architectural principles in their community. The specific course that is the case study engages students across a variety of levels outside their comfort zone through collaborating with departments, administrators, and stakeholders to truly understand the inner workings of a project at the scale of a community. The outcomes, presented through a case study of an experimental course, further exemplify how architecture students employ the concepts of environmental psychology and participatory planning in action, within the context of a semester-long design-build, to create a more integrated user-driven approach to architectural education. Leveraging the next generation of thinkers by empowering them to apply their skills for the betterment of society is critical to the future. In cultivating experiences that empower students, it is imperative to recognize each student’s ability to impact the built environment, further establishing the basis of their responsibility as a designer through developing a sense of collective agency in their design education. Therefore, not only addressing but actively pursuing engagement in the context of their education transforms their academic experience from a passive learner to an active participant.
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Jenewein, Oswald. "Architecture in the Anthropocene: Toward an Ecological Pedagogy of Parts and Relationships." In Schools of Thought Conference. University of Oklahoma, 2020. http://dx.doi.org/10.15763/11244/335060.
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The impact of human activity on the global climate has started to cause physical repercussions that form, transform, and inform the natural and built environment. These repercussions have been materializing in a variety of ways, from sea level rise to wildfires, from health-threatening pollution to contamination of air, soil, and water. Architectural education in the age of climate crisis must tackle ecological challenges and respond to the impacts of global environmental change. This paper uses three curricular components as a case study to demonstrate how architectural education may be able to address global challenges through the lens of ecology, showcasing (1) Design Studios, (2) Seminar Courses, and (3) International Initiatives. This methodological approach is strongly connected to a pedagogy based on flat hierarchies, personal engagement, and collective awareness of the individuals within a course environment. The content-based pedagogy around ecology becomes a guide for both architecture and architectural pedagogy. The aim is to provide students with an understanding of how the formal relationship between the (geometric) parts of space becomes an integral part of the emerging systems within the changing environment. This paper also highlights the importance of travel components in contemporary architectural curricula, promoting a global-campus concept that is based on international academic and professional partnerships. Concrete examples of interdisciplinary and inter-university collaborations are provided to connect teaching components to research projects. The paper concludes by relating teaching and research endeavors to the current transition of traditional architecture programs to STEM-affiliated disciplines.
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Macken, Jared. "The Stranger in the Architectural Project on the City." In Schools of Thought Conference. University of Oklahoma, 2020. http://dx.doi.org/10.15763/11244/335078.
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This paper presents the project “Two Strangers Meet in a Parking Lot” and associated research studios as a case study of decolonized architecture pedagogy. The project conceptualizes the stranger as an alternative architectural user, creating a dialectical conversation with the users and architectural visions from architectural history. This dialogue encourages new pedagogical research methodologies related to the topic of city design. The case study uses these methodologies to recuperate lost cultural histories of Tennessee Town, an overlooked neighborhood in Topeka, Kansas, with an important connection to the Harlem Renaissance. According to Kwame Anthony Appiah, strangers transgress and challenge cultural boundaries by creating conversations at the edges of these borders, yet strangers counterintuitively utilize the environments in the city that are initially foreign to them to produce alternative cultural knowledge. This interaction between stranger and entities in the city provides a model for how disciplines can communicate across their own boundaries. The strangers’ conversation, when transferred to the architectural studio setting, becomes what Mark Linder calls “transdisciplinary” discourse, which occurs at the borders of adjacent disciplines. The resulting knowledge intentionally highlights overlooked and misinterpreted cultural moments in the city while creating an alternative to traditional interdisciplinary modes of working, which the philosopher Homi Bhabha says is essential if disciplinary fields are to progress with the global city. The “Two Strangers” case study consists of built structures that were designed, first, to transform people into strangers and, then, to instigate conversations between them. As a result, strangers become acquaintances and exchange new knowledge. The architectural studio course explored this idea further by taking students outside of the classroom where they engaged with the community through conversations with city archivists, community leaders, city council persons, urban planners, and museum directors.
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Vallerand, Olivier. "Coalition Building and Discomfort as Pedagogical Strategies." In Schools of Thought Conference. University of Oklahoma, 2020. http://dx.doi.org/10.15763/11244/335079.
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Innovative design solutions come from inclusive and diverse design teams (Page 2008). In this paper, I reflect on how such insights can be used in developing pedagogical approaches that use coalition building, knowledge translation between disciplines, and pedagogies of discomfort to foreground implicit biases impacting architectural practice and education. Based on interviews with educators thinking about the built environment, as well as Kevin Kumashiro’s (2002) anti-oppressive education framework and Megan Boler’s (1999) notion of a pedagogy of discomfort, and building on examples from queer and feminist educators, I suggest in this paper that the disruptive use of feelings and emotions in architectural education can prepare students for more collaborative and inclusive practices. Such discussions allow students to understand the impact of biases but also to think about tools to acknowledge and challenge inequity in the design of the built environment and in the design professions themselves. Cross-disciplinary collaboration, at both the students and the educators level, can also create opportunities for coalition building, particularly in contexts where a limited number of faculty are explicitly discussing race, gender, disability, class, sexuality, or ethnicity in their teaching. Faculty members with diverse individual self-identifications can multiply their impact by working together to tackle the intersecting ways in which minoritized experiences are pushed aside in mainstream architecture discourses and education. They can also foreground their combined experiences as positive role models to create a constructive learning environment to address these issues, both within universities and directly in the community.
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Ra, Seung. "Doing the Right Things." In Schools of Thought Conference. University of Oklahoma, 2020. http://dx.doi.org/10.15763/11244/335082.
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In John Tabita’s essay "Doing Things Right versus Doing the Right Things," he discusses two different approaches in the business management world: tactical thinking and strategic thinking. This opens up an interesting debate between creating the vision and implementing the vision. He offers a fair argument for both approaches. They are beneficial to tackling a problem and fundamental to success in business. Yet there is a critical tension between a tactical thinker who tends to "do things right" and a strategic thinker who is inclined to "do the right things." "If you do something 'right,' but it is the wrong thing to do, your efforts will be futile. Conversely, if you do the 'right thing,' but you do it wrong, you will also fail miserably" (Tabita 2011, n.p.). How can we apply this inquiry to architectural pedagogy? The current model of architectural program curricula is based on the tactical approach, predominantly skill-based design education. Therefore, the measure of success in architectural pedagogy of NAAB-accredited programs tends to be solutions for tackling a design problem. While the tactical thinking process is needed and essential, how can we implement the strategic thinking process into our current architecture curricula to promote the idea of "Doing the Right Things"? The research paper is rooted in an upper-division special topics course, Data-Driven Research Methods, and will showcase two projects. The first, Spatial Network Analysis for Oklahoma City Streetcar, is focused on the infrastructure of the streetcar and its effects on the urban environment. The second project, Interactive Podium, uses embedded computing technology to create a visual platform for interaction between users. By developing diverse perspectives of the research process, the architecture curricula can nurture an effective decision-making process and proactively seek the "right things."
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Colopy, Andrew. "(Digital) Design-Build Education." In 2019 ACSA Teachers Conference. ACSA Press, 2019. http://dx.doi.org/10.35483/acsa.teach.2019.25.
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Architectural education is often held up as an exemplar of project-based learning. Perhaps no discipline devotes as much curricular time to the development of a hypothetical project as is found in the design studio model prevalent in US architecture schools. Whether the emphasis is placed on more ‘classical’ design skills—be they typological, tectonic, or aesthetic—or on more ‘socio-political or eco-cultural aims,’ studios generally include the skills and values we deem instrumental to practice.1 The vast majority of such studios, therefore, emphasize the production of drawings, images and models of buildings, i.e., representation.2 This is not altogether surprising, as these are, by definition, the instruments of p ractice.3 But the emphasis on drawings and models also reflects the comfortable and now long-held disciplinary position that demarcates representation as the distinct privilege and fundamental role of the architect in the built environment. That position, however, continues to pose three fundamental and pedagogical challenges for the discipline. First, architectural education—to the degree that it attempts both to simulate and define practice—struggles to model the kind of feedback that occurs only during construction which can serve as an important check on the fidelity and efficacy of representation in its instrumental mode. Consequently, design research undertaken in this context may also tend to privilege instrumentation (representation) over effect (building), reliant on the conventions of construction or outside expertise for technical knowledge. This cycle further distances the process of building from our disciplinary domain, limiting our capacity to effect innovation in the built world.4 Second, and in quite similar fashion, the design studio struggles to provide the kind of social perspective and public reception, i.e., subjective political constraints, that are integral to the act of building. Instead, we approximate such constraints with a raft of disciplinary experts—faculty and visiting critics—whose priorities and interests seldom reflect the broad constituency of the built environment. The third challenge, and a quite different one, is that the distinction between representation and construction is collapsing as a result of technological change. In general terms, drawing is giving way to modeling, representation giving way to simulation. Drawings are increasingly vestigial outputs from higher-order organizations of information. Representation, yes, but a subordinate mode that remains open to modification, increasingly intelligent in order to account for direct translation into material conditions, be they buildings or budgets.
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Murphy, Cristina C., and Carla Brisotto. "Universal Method, Local Design: The JUST CITY Studio at Morgan State University." In 2019 ACSA Teachers Conference. ACSA Press, 2019. http://dx.doi.org/10.35483/acsa.teach.2019.57.
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In May 2017, the AIA honored Paul R. Williams with a Gold Medal. At the ceremony, his granddaughter advocated for an architectural education that is more just throughout ethnicity and genders, a call that was stated fourteen years earlier by Melvin Mitchell when he noted that “black America is entering the twenty-first century with a shortage of […] black […] architects.” Unfortunately, Mitchell’s question of “what those […] missing black architects must do toward the furtherance of the cultural and socio-economic agenda of today’s Black America” has still to be fully answered. Though African Americans made up 13 percent of the total U.S. population, only 2 percent of licensed architects in the U.S. are African American. In 2007, African-American women made up a scant two-tenths of a percent of licensed architects in the U.S., for just 196 practitioners. It is important that “[black] schools … be at the forefront of establishing the theoretical as well as practical rapprochement between black architects and the Black America they were spawned from […]” The time to assess of the educational development in black schools has arrived. In Freire’s The Pedagogy of the Oppressed, education is a form of empowerment that liberates minorities from a standardized system of knowledge. The educator has to tailor the teaching experience through a deep understanding of the students. With this approach the educator can learn about the context the students live in, helping them visualize individual problems, advocating for their awareness and willingness to take a professional, creative and social stand. This approach is founded on the idea that real education implies a not hierarchical, horizontal relationship between the teacher and students, one that does not pour knowledge from teacher to students. As Freire says, “the teacher is no longer the one who teaches, but one who is taught in dialogue with students […]. They become responsible for a process in which [everyone] grow.” Developing Freire’s argument, we propose a relationship teacher – students that is circulation of knowledge between the teacher and the students, but also fellow students and communities. Education is carried on globally to prepare the learners to a reality that goes beyond their immediate surrounding. Following Freire’s pedagogical principles, schools of architecture need to focus on a different approach to education, one that leads to their enfranchisement. Education should reconnect these individuals to the environment they live in while, at the same time, give them the opportunity to move beyond the expected path of architectural education. The paper presents three sections, each with a theoretical description that frames the pedagogical approach and the critical analysis of the studio. The conclusion lays down the final outcomes and the further development of the research.
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Rodríguez Carrión, Awilda. "The Hidden Ground: Native American Intercultural Relations." In Schools of Thought Conference. University of Oklahoma, 2020. http://dx.doi.org/10.15763/11244/335070.
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Over the last two decades, a trend has been developing in the design community to promote social equity and emphasize the ethical responsibility of design. Community participation, programming, and post-occupancy evaluations have cemented a more democratic design process in which users, clients, and community members are given a voice to affect the final architecture product through a process called participatory design. This modus operandi becomes more vital when dealing with subcultures that historically have felt marginalized from the dominant culture. In the United States, there is great diversity among Native Americans, but our mainstream culture tends to see them as a homogeneous group, focusing on their commonalities rather than discovering and understanding individual tribal values. With the blind acceptance of generalizations about any subculture, we may miss the critical details that shape the opportunity to showcase their uniqueness and celebrate their differences. Within the studio context, what learning modalities are best to implement a participatory and constructivist learning experience? Traditionally, studio teaching with project-based design focuses on students learning formal considerations of design such as theory, environmental/structural performance, and implementation of regulatory measures. The participatory design methodology (PDM) differs in its approach by focusing on a process that emerges from all players. It does not dictate design but creates an environment that allows it to emerge through the process and interactions. The PDM process prioritizes collective synergy and creativity using participation techniques to allow for alternative solutions. In response to an inquiry by the Pawnee Native American Tribe, which invited us to investigate a proper approach to conduct design propositions within their land, this paper will report the lessons learned from the process and will exhibit alternate ways of implementing design ideas, using methodologies that expand the boundaries of academia while reaching out to native communities.
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A´vila, Javier, Silvia Gonza´lez, Vicente Borja, Alejandro C. Rami´rez, and Marcelo Lo´pez Parra. "Applying a Design Process to Create a Reduction Platform of GHG in Industries." In ASME 2010 International Mechanical Engineering Congress and Exposition. ASMEDC, 2010. http://dx.doi.org/10.1115/imece2010-39382.
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This paper describes the final results of a project aiming at addressing climate change by creating a GHG reduction platform for businesses with carbon management needs in global markets. The project was carried out during a New Product Development course in a bi-national program between The University of California at Berkeley (UCB) and the National University of Mexico (Universidad Nacional Auto´noma de Me´xico, UNAM) in Mexico City. The program features collaboration between the Engineering and Design Schools at UNAM and Engineering and Business Schools at UCB and the College of Architecture CCA. The project, The Carbon Collaborative (TCC) is aimed at consolidating and managing the wide variety of policies and instruments created by governments and environmental organizations to mitigate climate change, and the anthropogenic gas emissions emitted by industry in particular in the US and Mexico. Based on a web platform TCC will provide companies with information on carbon legislation and a centralized location to find transparent and certified methodologies for carbon emission assessment. The differences between the US and Mexican markets lead to advantages for each part. The US market is full of developed consulting enterprises, which is not the case in the Mexican arena, giving to TCC the opportunity of being pioneers to regulate and manage large and small emitters, government environmental agencies and ERP (Enterprise Resource Planning) companies.
Reports on the topic "Architectural design; schools; environmental design"
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Sniedze-Gregory, Shani, Rachel Felgate, Elizabeth O'Grady, Sarah Buckley, and Petra Lietz. What Australian students say about transition to secondary school. Final report. Australian Council for Educational Research, November 2021. http://dx.doi.org/10.37517/978-1-74286-644-4.
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Life Education Australia's Being Healthy Being Active project involved the collection of student voice related to the concept of school transition and the move from primary to secondary school. Students from around Australia participated in 82 focus groups, or student forums, to discuss their own positive experiences, as well as perceived needs and challenges related to their move to secondary school. Section One of this report is a literature review and environmental scan on student transition from primary to secondary school. Section Two describes the methods used to design and administer the Student Forums. This includes a description of the target population and sampling methods as well as the details of the achieved sample: 82 forums with 444 students across 15 schools. Section Three outlines the findings of the Student Forums. Section Four offers conclusions and recommendations to inform the next stage of the project, designing a suite of resources and training for teachers aimed at assisting students with the transition from primary to secondary school.