DS 88: Proceedings of the 19th International Conference on Engineering and Product Design Education (E&PDE17), Building Community: Design Education for a Sustainable Future (2025)

Building Community: Design Education for a Sustainable Future

2017

Design Education: Explorations and Prospects for a Better Built Environment, Ashraf M. Salama and Michael J. Crosbie (Editors), 2010

Salama, A. M., & Crosbie, M. J. (Eds.) (2010). Design Education: Explorations and Prospects for a Better Built Environment. Archnet-IJAR: International Journal of Architectural Research 4(2-3), 1-466. This volume marks the conclusion of the fourth year since Archnet-IJAR was established. A considerable effort has been put into this volume, which addresses timely and pressing questions that pertain to design pedagogy in the built environment related fields. This special edition combines the second and third issues of volume 4 and integrates the efforts of more than 45 contributors from 12 countries presented in 32 papers. In response to our call on the web in August 2009 for papers, we have received more than 80 expressions of interest and more than 65 abstracts. The papers included in this edition are those of the accepted abstracts that were developed into full papers and followed the typical review process of the journal. These figures underscore a rising interest in writing about educating future architects and urban designers. In fact, they manifest a commitment to the field of design education in its broadest sense. Design education is the cornerstone of design professions. The approach to and the content of it are the backbone of design practices. This suggests that it has to be encountered and to be dealt with as a rich field of pedagogical discourse whose foundations, underlying theories, contents, and methods can be questioned and critically analyzed. Reaching across the boundaries of cultures and regions, the theme of this volume addresses design education in its fullest sense in order to reflect its worldwide status in 2010. Contributions to the volume exemplify worldwide efforts in shaping the future of design pedagogy.

This work is licensed under a Creative Commons License CC BY-NC-ND 4.0 IADE Design Doctoral Conference'17 Paradigm shift in Design Education to drive Strategic Innovations, Sustainable Solutions and Social Change

The present paper intends to present the early stage on a bigger attempt to discuss design education and its role in a paradigm shift moment, pointing the need to change how designers think and learn to face wicked problems in a more complex society. New active methodologies will be considered in order to promote a teaching-learning process that reinforces the construction of new competencies, which increases students' perception of the reality that surrounds them and makes them evident the impact of design processes and solutions. This conceptual broadening will make them more socially responsible agents, aware of the importance of their civic action and active role towards innovation, social wellbeing, and Sustainability.

Self Build Design and Construction Processes and the Future of Sustainable Design Education

In recent years the global economical crisis did not only hit several sectors of productivity, but also several higher education institutions saw their future to be unsure because of it. In several countries, funds in learning and teaching in Higher Education, if not completely axed, were reduced to almost a quarter of previous expenditure. Most institutions, as it happened in UK, are now striving to find other means of external funding; the entire output of academic research is going to be also validated about its impact on both economical growth and recovery and social influences. On the other hand, most design and architectural courses are now seeking more links mainly with the private sector in construction industry. The public sector needs to create new urban fabric urgently to cater for the public demand on housing. But, the public sector has also suffered by large financial cuts. We can see now a binary crisis unfolding between private and public sector, whilst thousands of p...

2014

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Building Design Education: New Challenges New Opportunities

This paper presents two examples of international engineering education programs (IRES, NCIIA) from an evolving collaboration between the University of Campinas, Brazil and the University of Pittsburgh, USA. These programs address learning objectives such as designing products that address sustainability principles, collaborating cross-culturally, conducting research internationally, developing skills for a globally competitive economy, exploring alternative energy processes, discovering industrial practices, and leadership in international settings. The programs address these objectives at the undergraduate level.

Sustainable Design Education to Meet the Ever- Changing Worlds of Civil Engineering and Urban Infrastructure Systems

Indian Journal of Science and Technology, 2015

This work is licensed under a Creative Commons Attribution 3.0 Unported License Newcastle University ePrints-eprint.ncl.ac.uk Vemury C, Heidrich O, Thorpe N. Sustainable Design Education to Meet the Ever-Changing Worlds of Civil Engineering and Urban Infrastructure Systems.

DesignBuild Education

Updating the ideas that shape our buildings: teaching design with sustainability in mind

Ideas that shaped buildings were based on principles and specific design processes. Traditional architectural education focuses on the process across the design studio sequences, whilst engineering training usually concentrates on applied sciences principles. Synthesis of these two approaches is both the major goal and challenge. The ideas that shaped architecture were mainly formal aesthetic, functional, technical and economic aspects of buildings. Since the 1970s, the desire to apply scientific methods and concerns for users, have sought to improve both architectural design and education. Engineering education, on the other hand, has greatly benefited from the development of IT instruments, equipment and software, that indeed facilitate calculations but introduce new variables and risks connected to the so called "black box syndrome". New ideas have come to the forefront, such as: 1) innovation, 2) environmental comfort; 3) psychology; 4) urban impacts, 5) larger insertion of computer aided design tools and foremost 6) sustainability. This paper addresses some related questions: Has the accumulated knowledge on the creative process been applied in architecture and engineering formal education? Does user comfort deeply permeate design proposals? Must designers be made more accountable for their action? Can computers participate more effectively in the design process and its teaching? What kind of changes is needed in design education? Is the concept of sustainability clear in its application to building design? Reflexion on these questions indicates that the implementation of "green building design" cannot be simply prescriptive or based on a traditional design process with its distinct phases of: analysis, synthesis, evaluation and definition. There is a need to deepen the conceptual knowledge of designers of the first principles of sustainability. New team compositions are necessary to share the same knowledge and achieve what is termed collective intelligence. The information transfer rate must be rapid. Education should focus on the strategic, tactical and operational management of a sustainable building design process. Productivity and a recognized quality of sustainable solutions are among the questions that remain and should be studied in professional practice and in formal design education. Index Terms  design and engineering education, sustainability, building design.

TOWARDS DESIGN-BUILD ARCHITECTURAL EDUCATION AND PRACTICE EXPLORING LESSONS FROM EDUCATIONAL DESIGN-BUILD PROJECTS