BESS‐SB13 CALIFORNIA: Advancing Towards Net Zero. Pomona, California, USA. 24‐25 June 2013 1

2 Integrated Education: Shifting the design paradigm 3

Diane McLean1, Judie Porter2, Tasha Halevi3

1Southern California Edison, Santa Ana, California, USA 2Architectural Energy Corporation, Boulder, Colorado, USA 4 3Architectural Energy Corporation, Los Angeles, California, USA

ABSTRACT: Professional and student architects, engineers and contractors are learning the process through a course called DesignShiftTM . The DesignShift format has been 5 created to explore methods and technologies to bridge the independent silos in today’s design and construction industry. Funded through Energy Design Resources, the curriculum has been taught to a wide range of California university students and design team professionals. The program was introduced to undergraduate and masters of students as a four-hour class and has evolved to one- and two-day workshops for students and professionals. Participants are tasked with developing strategies in a team setting for new buildings that focus on high performance solutions. The curriculum includes training in: (a) process change in integrated design intent, solutions and strategies; (b) process-oriented tools that create the infrastructure for integrated design; and (c) quantitative analysis tools that provide a network of information to guide integrated design decisions. The instructors address how to implement integrated design, present a process to achieve integrated design, and provide tools that can be used in charretting and early design processes. This paper provides an overview of the DesignShift process and outlines its history, curriculum, team dynamics and implementation components.

Keywords: integrated design charrette, zero net energy buildings

1. INTRODUCTION high potential to impact building efficiency. Southern California Edison (SCE) spearheaded The DesignShiftTM Integrated Design Process the concept development. The integrated design and Charrette Delivery System is an educational initiative was developed in response to the goals program developed to train both students and of the California Long Term Energy Efficiency professionals in methods that support Strategic Plan, specifically strategies for new collaboration, systems thinking and integrated construction goals toward ZNE and heating, design and construction efforts. The course ventilation and air conditioning (HVAC) breaks away from traditional fragmented for California’s climate. Since its and construction models to teach a holistic inception, the course has evolved into a flexible process that encourages interdisciplinary curriculum that has been tailored to participation in the early design stages for accommodate students or professionals with streamlined project delivery of a high- varying levels of experience, typically delivered in performance building. Attendees learn a one- or two-day workshops. More than 200 replicable process that emphasizes team participants have completed the DesignShift dynamics, tools and case studies to directly program, which so far has been offered through influence the built environment toward Zero Net 16 California universities and two public utility Energy (ZNE) design. training centers. Workshop participants have included students from California State The concept was launched in 2008 by key Polytechnic University, Pomona; California members of the Energy Design Resources (EDR) Polytechnic State University, San Luis Obispo; statewide team in California, who identified University of California, Santa Barbara; University integrated design as an industry strategy with of California, Berkeley; University of California, EDUCATION

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Davis; and Stanford University, among others. performance building solutions and to exercise Feedback is collected following each workshop, communication skills. Individuals are matched as resulting in a continuously refined workshop much as possible to their real-life roles or area of model. expertise (e.g. owner, architect, engineer, civil engineer/landscape architect or contractor). The program continues to be supported by the EDR statewide team, which includes representatives from SCE, Pacific Gas and Electric (PG&E), San Diego Gas and Electric (SDG&E), Southern California Gas Company, and Sacramento Municipal Utility District (SMUD). EDR offers tools, educational opportunities and other resources to the building community to support the design, construction and operation of more energy efficient buildings. Energydesignresources.com is a key resource to Fig. 1: The best opportunities for optimizing integrated design teams in California and has provided the design are early in the process when changes minimally impact cost. Inversely, the effort and cost increase as the opportunity for workshop participants to attend design process progresses. the workshop free of charge. The four primary learning objectives and curriculum goals are to: 2. CURRICULUM

The DesignShift curriculum encourages A. Explore the importance and benefits of an participants to practice skills in systems thinking, integrated design approach that emphasizes integrated design and collaborative cross-discipline participation to achieving communication with the goal of bridging ZNE building goals independent silos that inhibit integrated design. B. Create an understanding of project Participants learn about the fundamentals of management delivery structures associated climate change, energy consumption data, with integrated design various integrated design and zero net energy C. Explore a suite of software tools for use definitions, appropriate design and technology during the early design stage to quickly guide principles and industry case studies of successful a project in setting attainable goals integrated design projects, so they are better D. Experience a repeatable project methodology equipped to communicate realistically about the that promotes passive design approaches, importance of setting, communicating and encourages new technology and addresses reaching high performance goals. larger infrastructure issues.

Additionally, the charrette – a collaborative 2.1 Curriculum Development and Approach session where a group of individuals craft The DesignShift Charrette is presented in an solutions to a design problem – introduces interactive format over one or two days for participants to working together with industry professionals or students respectively. Since the tools in the early design phase of an example first workshop event in 2009, post-workshop building project to create integrated design surveys have informed course of ways solutions. Participants spend a significant portion to refine the curriculum to fully engage of the workshop in small teams exploring an participants and use class time more efficiently. integrated systems approach on this mock For example, the student workshop was project. lengthened from one day to two in order to cover each topic more fully; and the online design Each person is assigned to play a different role competition timeline was revised to better suit the on the design team. The experience highlights students’ needs. The professional charrette the interplay between disciplines and offers presenter lineup was modified to accommodate opportunities early in the design process (Fig. 1) the one-day format based on feedback from to create quantifiable, integrated high- participants.

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Additionally, a set of adult learning principles is for the next generation of designers to use 2 used by the SCE Energy Education Center integrated design customarily rather than as an guided the presentation and hands-on learning innovative practice, as well as to provide an format. These principles emphasize the inclusion opportunity for practiced professionals to refine of a lesson plan with clear alignment of learning their expertise by gaining integrated design skills. objectives with specific outcomes; learner- Reaching both students and professionals aims 3 centered content decisions; participatory to expedite the shift in design approach, thereby activities; stand-up presentation; and effective increasing energy efficiency and working toward group facilitation. These principles ensure that a ZNE design. variety of learning styles are supported and keep a strong focus on the organizing principle. 2.2 Curriculum Components 4 Hands-on activities are used to check The curriculum is organized into modules comprehension before leaving a key topic area; addressing: an emphasis is placed on maintaining a positive and supportive learning environment.  Components of integrated design including definitions and overview The workshop is led by expert instructors with  Team dynamics 5 professional experience implementing integrated  Project management and delivery design strategies and whose work focuses on  The charrette process energy efficient, low environmental impact  Simulation tools design. The presentation mimics a Thought Map, a concept taught in the course, to convey the 2.2.1 Components of Integrated Design interrelation of human, environmental and Participants learn that integrated design concepts building infrastructure systems. An and definitions include both an impetus for accompanying workbook provides the participant shifting the design approach and an inter- with definitions, graphics, case studies and in- connection of systems as parts relating to the class exercises. The workbook facilitates group whole. Collaboration among disciplines and open discussion during the presentation and becomes communication are shown to positively affect a reference resource for participants later. project success. Project roles and educational backgrounds that may seem non-traditional to For the professional , interactive are discussed to shed light on the communication is emphasized by rewarding many sources of input that go into a project. group discussion and knowledge sharing with “play money,” which is used to purchase or sell Core principles are introduced to evaluate and project ideas and expertise. For both the respond to project context. Considerations such professional and student workshops, multiple as cultural setting, existing site conditions and exercises enable participants to practice team interaction with current infrastructure, materials dynamics and cooperation. Individuals are and microclimate are explored. assigned roles (e.g. owner, architect, engineer, contractor) to play on their mock project. Hands- 2.2.2 Team Dynamics on activities using tracing paper, colorful drawing To reinforce the interdisciplinary imperative, implements and netbooks teach habitual participants engage in exercises to practice and documentation and recording of the design understand team dynamics. Games that process, a vital concept to evaluate the success encourage creative thinking and help identify and repeatability of design approaches on right- or left-brain dominance promote projects. Without a record of processes explored understanding of how different types of thinkers on a project, achievements would be difficult to contribute to group-based problem solving. An replicate, and ineffective ideas may make it back important element of integrated design is bringing onto the drawing board without modification. together logic-, linear-based personalities with creative, innovative types so that visionary ideas The curriculum is grouped by concepts and can be brought to life through pragmatic definitions in order to be easily adapted to solutions. For instance, in one workshop event, a accommodate participants with varying degrees student team conceptualized a seaside school of design and professional experience. The intent design with an innovative roof system that EDUCATION

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visually imitates a wave pattern, which works certainty among the principal parties mitigates synergistically with the wind and incorporates risk. cutting edge technologies – all while enhancing the whimsical nature of design. In some projects, performance-based incentives built into the principal parties’ contracts also help As mentioned, participants explore thought align project design and construction goals and mapping, following a diagram style to outline their achievement. information with branches of concepts and ideas. The processes for thought mapping are then 2.2.4 The Charrette Process applied in an exercise (Fig. 2) with the group. The practice of design charretting is essential to gathering group requirements, goals and ideas effectively. The method of conducting this group exercise is defined both historically and in common contemporary usage. The Pyramid Approach (Fig. 3) was developed as part of DesignShift to guide project teams along a logical trajectory of design development that utilizes resources most effectively.

Fig. 2: Example of Thought Map.

2.2.3 Project Management and Delivery The team dynamics module is followed by project management approaches pertinent to integrated design. Project roles and responsibilities are defined and then organized to illustrate connections between project team members. Lean construction principles are incorporated to raise awareness of materials sourcing and efficient installation to reduce waste. Fig. 3: Integrated Design Process Pyramid. The AIA Integrated Project Delivery (IPD) guidelines for contractual structures are The approach begins at the base of the pyramid, presented to clarify how documentation, with an assessment of climate conditions as well accountability and risk are distributed across the as considerations for available wind, sun and project team in various structures. Case studies water resources. Cultural and community factors of projects that successfully followed the IPD are also assessed. Enclosure or building process are presented to both reinforce the envelope design plays a key role in the second concepts defined in the workshop and elicit ideas stage of pyramid building, as do site interaction for application in participants’ mock project work. and site topography.

A key aspect of IPD is the ability to better The discussion then flows into minimizing manage risk for the owner, architect, engineers, building loads and optimizing building elements. and contractor. By aligning the goals of these Participants move through successively narrower parties to be focused on the best outcome for the stages until specific products and technologies project and making each party responsible for the appropriate to the project are identified at the last behavior of the others, everyone gains more stage of the charrette process. control of the overall process. Thus, increased

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2.2.5 Simulation Tools submit them online. Judging is based on the best 2 The next section of the curriculum presents a combination of integrated design, energy suite of open source tools to help project teams efficiency and sustainability. Winning teams are create synergistic, efficient and sustainable recognized on the EDR website and awarded a from the outset. For optimized results, prize. The competition gives students the participants are encouraged to utilize these tools opportunity to apply the concepts, test drive the 3 in preparation for the design charrette stage. tools and seek feedback from instructors. Entering a design charrette with site and other key characteristics pre-identified will help guide the project team to ascertain which ideas will enhance synergies and optimize project results. 4 Instructors provide a tutorial on tools that provide participants with new skills immediately applicable to projects. Two tools focused on in the integrated design process were developed by the DesignShift creators to convey methods and 5 concepts unique to the program. These tools, the DesignShift Project Delivery Creator and the Integrated Design Checklist, simplify integrated design tasks and reinforce a successful process. Fig. 4: Team submittal for mock project for a senior center. Other quantitative tools demonstrated include: For professionals, the workshops are one-day  NREL MapSearch to consolidate events with participants divided into teams that renewable energy source information focus on a specific building system (e.g. cooling, based on location. heating, lighting/daylighting). The teams use play  Climate Consultant to display climate money to buy and sell their expertise. At the end data, psychrometric chart and wind rose of the session, teams present their work, and the analysis by location. winning team is recognized.  eQuest for building energy simulation and analysis.  Sensor Placement + Optimization Tool 3. IMPLEMENTATION (SPOT™), for quick rendering of an interior to evaluate lighting and The student program has reached participants daylighting options. from multiple universities in California, and the  NREL’s In My Back Yard (IMBY) to professional program has been presented at calculate energy produced by wind California investor-owned utilities’ training turbines and photovoltaic panels. centers. Response from participants has been  ATHENA® EcoCalculator to assess life positive overall with regular course refinements to cycle for common building assemblies. enhance participants’ experience based on real world feedback. Now that the program has a 2.3 well-developed course agenda and class Participants in the student version of DesignShift structure, the emphasis has shifted to creating a apply their learning through a team competition. scalable and repeatable educational training At the end of the first workshop day, students process. divide into teams and receive specifications and requirements for a mock building project. On the Efforts to affect greater market transformation second day, teams provide physical sketches of and reach an expanded audience include their designs and develop a PowerPoint outreach to design and construction industry presentation that shows analytical results from groups, possible continuing education credits to the suite of tools introduced above. professionals, and successive, smaller workshops that focus on portions of the Student teams are given time on their own after curriculum. Topics may focus on building the workshop to finalize their designs (Fig. 4) and enclosures, contract mechanisms, cost EDUCATION

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evaluation, renewables, lighting and daylighting tools, case studies of successful projects and strategies or charrette facilitation. guidelines developed across disciplines, this effective, repeatable training approach has been Feedback from student and professional successfully developed for both university workshop classes (Fig. 5) has created students and professionals. Its versatile, scalable tremendous opportunity for the program to curriculum can be customized for different evolve. Each time the course is taught, audiences and has evolved into a tool with participants complete surveys online, including realized project energy savings and sustainable open-ended questions that generate meaningful benefits. commentary. When asked about beneficial aspects of the course, participants responded: 5. ACKNOWLEDGEMENTS  “…the fact that we got to work with The authors would like to thank Pablo La Roche professionals and other majors not at Cal Poly Pomona for allowing his design class relating to us. It was a great lesson in to be the first to experience and provide communication and team work.” invaluable feedback about the DesignShift  “I believe that the program was charrette concept and integrated design process. organized and structured perfectly. We Additionally, the authors appreciate support from had enough time to do everything we the California Higher Education Sustainability needed and most importantly everything Conference, an organization that has provided a was fun. This was a great educational venue and opportunities for university students to experience that will influence every attend DesignShift workshops at its annual participant’s professional careers.” conference. Finally, the authors are most  “This was a fun workshop that integrated appreciative of the EDR statewide team who seamlessly across all stakeholder continues to provide funding support for this disciplines and should be experienced by effort. others.” Energy Design Resources is funded by California utility ratepayers and administered by Pacific Gas & Electric Company, San Diego Gas & Electric Company, Southern California Edison Company, and Southern California Gas Company under the auspices of the California Public Utilities Commission. The municipal portion of this program is funded and administered by Sacramento Municipal Utility District.

6. REFERENCES

(Figures 1 through 4), DESIGNShiftTM Workbook, 2012.

Fig. 5: California undergraduate and graduate students (Figure 5) April 2012 DesignShift Charrette, engaged in team discussion and feedback with an Energy Design Resources, viewed 31 instructor. January,2013, 4. CONCLUSION DesignShift is a trademark of the Southern The DesignShift Integrated Design Process and California Edison Company Charrette Delivery System transforms traditional design thought, breaks through independent silos and drives a new methodology into common practice. Using process-based and quantitative

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