Appendix

[S]ustainable design is not limited to simply trying to be more efficient. A new approach offers a clear alternative: an ecologically intelligent framework in which the safe, regenerative productivity of nature provides models for wholly positive human designs...wecanbegin to redesign the very foundations of architecture and industry, creating systems that purify air, land, and water; use current solar income and generate no toxic waste; and use only safe, healthful, regenerative materials. The benefits would enhance all life.

—William A. McDonough, FAIA, Architect, 2004 Ecological Literacy in Architecture Education Report and Proposal

REFERENCE SOURCES AND OTHER RELEVANT WORKS

These lists include some of the many resources on which the authors of this report drew. Some were cited throughout the chapters, many more behind some of the ideas that inspired this project.

Books Benyus, Janine M. 1996. Biomimicry: Innovation Inspired by Nature. New York: Perennial/HarperCollins. Capra, Fritjof. 1996. The Web of Life: A New Scientific Understanding of Living Systems. New York: Anchor Books. Johnson, Bart R., and Hill, Kristina. 2002. Ecology and Design: Frameworks for Learning. Washington, D.C.: Island Press. McDonough, William, and Braungart, Michael. 2002. Cradle to Cradle. New York: North Point Press. McLennan, Jason F. 2004. The Philosophy of Sustainable Design. Kansas City, Mo.: Ecotone. Orr, David. 1992. Ecological Literacy: Education and the Transition to a Postmodern World. Albany: State University of New York-Albany. Orr, David. 2004. The Last Refuge: Patriotism, Politics, and the Environment in an Age of Terror. Washington, D.C.: Island Press. Orr, David. 2002. The Nature of Design: Ecology, Culture, and Human Intention. Oxford: Oxford University Press. Wilson, Edward O. 2002. The Future of Life. New York: Alfred A. Knopf.

Articles and Links

AIA COTE Top Ten Measures of Sustainable Design, www.aia.org/SiteObjects/files/cote_measuresmetrics05.pdf ArchVoices Survey on Research in Architecture Schools, www.archvoices.org/print_friendly.cfm?nid=1&issueID=1560 Athman, Julie A., and Monroe, Martha C. “Elements of Effective Environmental Education Programs,” www.rbff.org/educational/BPE3.pdf Brown, Marilyn A., Southworth, Frank, and Stovall, Therese K. “Towards a Climate-Friendly Built Environment.” Pew Center on Global Climate Change, June 2005, www.pewclimate.org/docUploads/Buildings%5FFINAL%2Epdf “Building Community: A New Future for Architecture Education and Practice” (an excerpt), http://academics.triton.edu/faculty/fheitzman/boyer.html Cloud Institute for Sustainability Education Higher Education Resource List, The, www.sustainabilityed.org/what/education_for_sustainability/resources_and_links_full_lis t.html Clugston, Richard M., and Calder, Wynn. 1999. “Critical Dimensions of Sustainability in Higher Education,” Sustainability and University Life, edited by Walter Leal Filho and Peter Lang, www.ulsf.org/pdf/Critical_dimensions_SHE.pdf Cortese, Anthony D. September/October 2005. “Integrating Sustainability in the Learning Community,” Facility Manager, www.appa.org/FacilitiesManager/articleDetail.cfm?ItemNumber=2255&parentid=2248 Cortese, Anthony D. 2004, March 27. “Making Sustainability ‘Second Nature’ in the Education of Design & Planning Professionals,” a proposal presented the Summit of the Professionals. De Boer, K. Lauren. 1998–99, Winter. “A Question of Scale: Mind, Clock Speed, and the Design of Culture.” Earth Light, 32.

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EFS West/Second Nature Resource Center database of courses that “support the acknowledged need for interdisciplinary thinking in higher education necessary to have a healthy, just and sustainable society.” http://efswest.madwolftech.com/Resource_Center/Second_Nature/second_nature.nsf/reso urce_center_courses.html Environmental Building News, www.buildinggreen.com Gardner, Jean. “Understanding the Pattern that Connects: Sustainability’s Role in Architectural Academe.” Thresholds, 20. http://architecture.mit.edu/thresholds/issue- contents/20/gardner20/gardner20.htm Hawthorne, Christopher. 2003, October. “Turning Down the Global Thermostat.” Metropolis, www.metropolismag.com/html/content_1003/glo/index.html Glyphis, John P. 2001, August 24–26. “How Can the Architect Contribute to a Sustainable World?” Proceedings from a Second Nature Wingspread Conference Center, www.secondnature.org/pdf/snwritings/proceedings/wingspread.pdf Konove, Paul. 2004, May 19. “The Impact of Federal Energy Efficiency and Renewable Energy R&D Programs.” Testimony before Energy Subcommittee, Committee on Science, U.S. House of Representatives, www.house.gov/science/hearings/energy04/may19/konove.pdf Kay, Jane Holtz. 2005, July/August. America's Top 10 Green Schools. The Green Guide, www.thegreenguide.com/doc.mhtml?i=109&s=schools McDonough, William. 2004, July 23. “Teaching Design That Goes From Cradle to Cradle.” The Chronicle of Higher Education. NAAB Conditions for Accreditation for Professional Degree Programs in Architecture, 2004 Edition, www.acsa-arch.org/naab/2004_CONDITIONS.pdf Orr, David. 1991, Winter. “What is Education For? Six myths about the foundations of modern education and six new principles to replace them.” In Context, www.context.org/ICLIB/IC27/Orr.htm Orr, David. 1992, October. “Environmental Literacy: Education as if the Earth Mattered.” E. F. Schumacher Lectures, www.rainbowbody.net/Ongwhehonwhe/Enviroeducat.htm “The Redesign of Studio Culture,” a report of the AIAS Studio Culture Task Force, December 2002, www.aiasnatl.org/resources/r_resources_sctf_NationalConverstation.pdf “Reinventing Undergraduate Education: A Blueprint for America’s Research Universities” Report, http://naples.cc.sunysb.edu/Pres/boyer.nsf/673918d46fbf653e852565ec0056ff3e/d955b61 ffddd590a852565ec005717ae/$FILE/boyer.pdf Sustainable Environmental Design Education, a resource built by the California Integrated Waste Management Board and the Renewable Energy Institute at California Polytechnic State University-San Luis Obispo, www.calpoly.edu/~sede/home Szenasy, Susan. 2003. “Ethical Design Education: Confessions of a Sixties Idealist,” Citizen Designer: Perspectives on Design Responsibility, edited by Steven Heller and Veronique Vienne. Watson-Guptill Publications, www.metropolismag.com/html/sustainable/case/ethicaldesigneducation.html “Three Years After,” www.sunysb.edu/pres/0210066-Boyer%20Report%20Final.pdf

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CHAMPIONS OF ECOLOGICAL LITERACY IN ARCHITECTURE EDUCATION

In his book, Ecological Literacy, David Orr notes that the study of humankind and the study of nature are separated in most institutions of higher learning. “Ecology has been isolated within biology departments as though it had little or nothing to do with the social sciences, the humanities, or the professions. The result is a pervasive anthropocentrism that magnifies the role of humans and their ideas, art, institutions, and technology relative to soil, water, climate, wildlife, resources, geography, energy, disease, and ecosystem stability.”1 He condemns the errors of econocentric thinking that might have been corrected “with a dose of ecological literacy, a nodding acquaintance with thermodynamics, a brief study of history, and a modicum of ethical sensitivity and common sense.” Many other disciplines could benefit, he writes, from “a cross- fertilization with ecology” and cites the work of scholars in 11 fields who have engaged in that effort. In architecture, Orr mentions Ian McHarg, Malcolm Wells, Bruce Anderson, and Gary Coates.2

Orr’s list made us curious to find out who today’s architects and educators would cite as their own “champions” of ecological literacy who influenced them in school and helped shaped their approach and the paths of their careers. We asked this question, via e-mail, of the more than 7,000 members of the AIA COTE, as well as the educators who submitted coursework to the project’s call for submissions and other sustainable design practitioners and educators we have contacted during the course of this study. This survey was random and intentionally unscientific, and the results reflect that. The list is temporally idiosyncratic, may contain some conflations, and most certainly should not be considered comprehensive; many important thinkers and teachers are not mentioned here. But even though the results are uneven and somewhat random, there are kernels of wisdom about the educators and practicing architects who inspired people around them.

We sought nominations for champions who were or are educators in schools of architecture and other schools. The first group fits this category, though many of them practiced, too. Some affected lives early on in design school while others remain a constant voice promoting the benefit of being literate in the simple notion of “being aware.” Their contributions show the significant potential that a single individual can have on the ability to effect change. Most of these educators are listed with the university at which the nominators encountered them. Nominators and their comments are listed below the champion names, which appear in alphabetical order.

Fernando Abruna, FAIA, University of Puerto Rico • Luis G. Huertas: “Showed me the dedication and passion that one must have in order to be successful. Fernando had been practicing sustainable architecture for 25 years before I met him and now his ideas are coming of age.”

Arne Aho, North Carolina State University • Jim Smith, AIA: “…teaching daylighting, passive solar design, efficient use of materials, etc., way before the current green building movement.”

1 Orr, David. 1992. Ecological Literacy. Albany: State University of New York-Albany, p. 135. 2 Ibid, p. 136.

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Zane Anderson, AIA, Roger Williams University • Robert Guarcello Mencarini, AIA: “He was a great professor and instilled in me a great foundation and understanding of how to design for human needs while minimizing the impact on the world.”

Roy Banwell, AIA, Dartmouth University • Keith Moskow, AIA: “He explained the concepts of passive solar design, then challenged us as students to design a ski house that would be warm when you showed up mid-winter via passive solar means.”

Raj Barr-Kumar, Catholic University • David Hammond, Assoc. AIA: “… able to ignite a passion for responsible design, and reinforce the idea that green architecture isn’t just another style of design, rather it is a foundation which all styles can and should be built upon.”

James Blackburn, Rice University • Dru Meadows, AIA: “While studying architecture, I took an elective course on environmental law. The dean of the School of Architecture actually called me into his office to question my judgment in allocating precious academic time on such a topic. Despite the dean’s criticism (or perhaps because of, I was, after all a college student and defying authority may have simply reinforced my commitment), I continued in the course. There were no textbooks appropriate to the topic, just reprints of articles and case law, excellent lectures extrapolating trends ... and a memorable canoe trip down the Houston bayous which brought students face-to-face with an opaque, multicolored soup—the direct result of the way we design, construct, and operate buildings (and sites). This, as the professor knew, was a powerful and tangible image. It certainly stayed with me. I remain most grateful for his inspirational teaching ... and that I did not fall into that bayou. I cannot think of a person more deserving of recognition as a champion of ecological literacy in architecture education.” • Jim Wasley: “Jim was my patron saint through graduate school, ‘hiring’ me to write white papers on environmental ethics and other topics that we shared a common interest in and keeping me solvent in the process.”

Mary Blade, Cooper Union • Edward R. Acker, AIA: “Mary would begin to describe the travels of a rain drop—its effect on the plants, the ground, eventually winding its way into the Ringwood River, finding its way to the reservoir, and thence into the drinking taps of the downstream urban population. An hour later, by the time she was finished, the students would be listening in rapt attention.”

G. Z. Brown, University of Oregon • Margot McDonald, AIA: “He has inspired several generations of architecture faculty who teach the same subject at universities throughout the world as well as practicing architects. He continues to contribute to the field and to mentor his former students, many of whom are full professors themselves. I am deeply indebted to him for providing me with career direction and shared their passion for design with environment.” • Daniel Strening, Assoc. AIA: “Author of Sun, Wind & Light (a staple of environmental design) and he runs the Energy Studies in Buildings Lab the University of Oregon. I can’t begin to describe how much I learned while working in the ESBL. He has developed an energy analysis software program, for use in the preliminary design stages, Energy

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Scheming. He is a tremendous and accessible resource for all students at the university. The lab does sustainability consulting work for a constant stream of projects from around the country.” • Jan Fillinger, AIA: “He has created two important building research labs (one in Eugene and another in Portland) focused on providing architects and developers with the sustainable design information they need for their green buildings. He is involved in a large proportion of the sustainable projects of significance up and down the West Coast. He is on numerous boards and gives presentations about green design on a regular basis. He is having a great impact on both education of new professional and development of sustainable projects.” • Jim Wasley: “A true pioneer in architectural education.” • Rudy Berg, Assoc. AIA • Karin Link, Assoc. AIA

Hans E. Butler, University of Oklahoma • Eric Werner, Assoc. AIA: “Hans did, in refreshingly undogmatic fashion, encourage exploration of not only ecological design but also of the underlying moral framework and social implication of ecological ideas. He is a passionate and brilliant educator and most certainly deserving of recognition for his contributions to ecological design education.”

Raymond Cole, University of British Columbia • D. William Saul, AIA: “He was a true guiding light to a new legion of eco-directed architects, many of whom have fashioned a career based upon sustainable building practices both in the United States and Canada. His lectures were tempests of impassioned and learned evaluations of the science of ecological strategies and the poetics of their possible expression. I was fortunate to catch him as a visiting lecturer in San Francisco last year and that passion hasn’t waned a bit.”

Jeff Cook, Arizona State University; Murray Miln, University of California-Los Angeles; Charles (Cris) Benton, University of California-Berkeley • Jim Wasley: “All three of these ‘old guard’ members of the Society of Building Science Educators have at one time or another been especially kind, encouraging, and inspirational to me as I considered returning to graduate school in order to teach, later sought a teaching position, and finally struggled to learn how to teach.”

Buford Duke, AIA, University of Texas • Doug Nissen, Assoc. AIA

Daria Fisk, University of Texas • Tom Eisele, AIA: “Quite a broad thinker, appropriate technology proponent, social activist.”

James Marston Fitch, Hon. AIA, Columbia University • Sheldon Licht, AIA • Sandra Baptie, AIA

Rebecca Foss, University of Minnesota • Theresa M. Olsen, AIA: “As a specifications writer, she understood the technical information and the details that make the difference in an environmentally friendly

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building and a healthy environment. As a landscape architect, her love of the environment was displayed in her work.”

Harrison Fraker, FAIA, Princeton University • Paul Macht, AIA

Carol Franklin and Leslie Sauer, University of Pennsylvania • Jestena Boughton, Assoc. AIA: “They gave life and beauty to the finishing layer of landscape architecture: plants. Plants come alive as relating to each other and having habits that you can recognize like you can old friends from a distance.”

Michael Garrison, University of Texas • Tom Eisele, AIA: “Stressed appropriate technology and design within context. We were doing ‘passive solar chicken coops’ and ‘Integral Urban House’ kinds of projects.” • Doug Nissen, Assoc. AIA

Baruch Givoni, University of California-Los Angeles • Helen J. Kessler, AIA

Dan Goldrich, University of Oregon • Jim Wasley: “I’ve taken many courses outside of architecture that have fuelled my passion for the environment, but this course still stands out in my mind as providing a turning point in my UG education. I can no longer say why, but it gave structure to my more rebellious leanings.”

Herb Greene, University of Kentucky • Robert J. Koester, AIA

Mary Guzowski, University of Minnesota • Gregory J. Maxam, AIA: “I have worked with her through AIA Minnesota COTE since the early 1990s, joining professionals and students in working toward sustainability. Mary started the Daylighting Lab at the college, a resource for both professionals and students, and has tirelessly promoted ecological coursework, such as the current Architecture and Ecology class. She is currently organizing a master of science degree track in sustainable design.”

Bob Hanna, University of Pennsylvania • Jestena Boughton, Assoc. AIA: “He taught the importance of team work and lots of design development from a strong concept.”

Julie Herdt, University of Colorado • Virginia DuBrucq, AIA: “I have been made aware of her long history teaching sustainable design and of the creative projects in which she has involved her students.”

Patrick Horbrugh, FAIA, University of Notre Dame • Donald E. Sporleder, FAIA: “….he directed the ecological forward looking graduate program in Environic Design….”

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Narendra Juneda, University of Pennsylvania • Jestena Boughton, Assoc. AIA: “He got us to understand the relationships of all the layers of mapping and their implications and possibilities.”

William Katavolos, FAIA, Pratt Institute • Fernando Abruna, FAIA

Douglas Kelbaugh, FAIA, University of Michigan • Paul Macht, AIA

Ralph Knowles, University of Southern California • Stephen Dent, AIA: “Ralph Knowles was the studio instructor for my third year at the USC in 1965–1966. His approach to design was abstract but rigorous. For example, a major assignment was the design of a form that collected heat in winter and shaded itself in summer—no function or scale was given. It was later determined to be a city in scale, but the critical issue was developing a design process that fully responded to the movement of the sun over time. The intensity of the effort to solve an original problem without starting from preconceptions has had lasting and significant impact on all who had this experience. Ralph went on to win the first AIA Gold Medal for Research and an ACSA teaching award among many other honors. Thom Mayne, this years’ Pritzker Prize recipient, was also a student in the studio and has always given Ralph Knowles credit for this powerful and eye-opening educational experience. The development of architectural form in response to ecological forces was truly unique at that time in architectural education and proved to be extraordinarily prescient.” • Charles F. Davis III, AIA: “He began a series of design studios that focused on architectural form as responses to environmental forces. Students’ designs were to meet programmatic requirements but focus on how a building form was shaped by an environmental force such as wind, sunlight, etc. Designs were tested in wind tunnels, heliodomes, etc. Each student focused on one force, and the clarity of responses became evident. It has led to a lifetime awareness of environmental forces on architectural design.”

Wally Kronner, Rensselaer Polytechnic Institute • Bill Worthen: “The first professor at Rensselaer (back in 1989) to talk to us about thermal comfort. Thermal Delight was required reading for his class. At the time, we thought Wally was a bit wacky, talking about individual control of your environment and having personal air supply controls at every workstation in an office and the benefits clean air and daylight would have on worker productivity. Wally was out there in 1989 but here in 2005, as an architect and green building consultant, his ideas are no longer that strange— they are central to good practice. Thermal Delight [by Lisa Heschong] is a great read that still holds true. I never would have thought it at the time, but Wally was a champion and not afraid to teach us to think differently about the way we inhabit our designs and improve the quality of the built environment.” • Jean Stark, AIA: “He has been a tireless champion of sustainable ideas his entire career. Active in architectural research and always looking for new ways to improve the built environment for the benefit of occupants, he was teaching sustainability before the word was ever used in relation to architecture. Many of his former students have told me that of all the professors that they had, he is the one who taught them the most about what was possible and worthwhile in the real world of architecture.”

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Nate Krug, AIA, University of Nebraska -Lincoln • Jenni Felton, Assoc. AIA: “He opened my eyes to the possibilities of achieving great designs by embracing environmental sensitivities/green design principles. He was an energetic guide not only in the possibilities of sustainable architectural strategies, but also how to carry these through into technical building details that are typically lacking in architectural education.”

Peter Land, Assoc. AIA, Illinois Institute of Technology • Robert Vagnieres Jr., AIA: “He has done some wonderful work with his students, on sustainable housing, and more recently on sustainable high-rises.”

Richard Levine, AIA, University of Kentucky • Robert J. Koester, AIA: “‘Ecological literacy’ did not function as an explicit theme in studio education, but its tenants were embedded in his mentoring.”

Vivian Loftness, FAIA, Carnegie Mellon University • Rebecca Leet, AIA: “I attended Carnegie Mellon University's School of Architecture from 1993 to 1998. Loftness, the department head for much of that time, was an inspiration to us all in her efforts to educate not only us, the students, but also the administration of the university on the importance of green practices in building design.

Taisto Makela, Assoc. AIA, University of Colorado • Merlin Maley, Assoc. AIA: “He teaches The Poetic Detail: Wood. His focus was not on sustainability per se, but on the disappearing art of craft and materiality. Details and materials make the difference in architecture. They make buildings, cities, and cultures. Details are becoming a lost art or at least an afterthought in architectural design.”

William McCoskey, Larry Patrick, Robert Kobet, AIA, Slippery Rock University • William Paul McKinney, Assoc. AIA: “The design of the built environment is specific to worldly magnitude, growth, and development after centuries; and continues to grow exponentially in a relatively abbreviated (time) order with technology. The message is clear. Architecture as a profession must oblige practice with accountability; and embrace sustainable principles with the vigor and energy embodied in this fundamental academic concept. Survival.”

Ian McHarg, Hon. AIA, University of Pennsylvania • Michael Holtz, FAIA: “His 1969 book, Design with Nature, was very important in the history of development of ecological literacy in design education.” • G. Mackenzie Gordon, AIA: “One of my mentors in school, the first one I know to have connected ecology with architecture and landscape architecture. His book, Design with Nature, is still the classic in the field.” • Jestena Boughton, Assoc. AIA • Stuart Berger, AIA: “…distilled the essence of ecologically responsible design into easily followed principles.”

Hayden McKay, AIA, University of Maryland • Stanley J. Sersen

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Steven Meder, University of Hawaii • Kelly Carlson: “Thanks to his involvement, my classmates and I have graduated with an appreciation for our own role in the environmental movement and a sense of responsibility to utilize the knowledge we’ve acquired.” • Dean Johnston, AIA: “His support and indefatigable mentorship continue to inspire me.” • Debra Kohn

Larry Medlin, University of Arizona • Helen J. Kessler, AIA: “He helped set the course of my career, which has been in the areas of solar energy, energy efficiency, and sustainability. Larry has continued to be a leader in ecological design ever since.”

Armando Navarro, Bruce Hammond, Pete Gang, Sonoma State University • Katherine Austin, AIA: “I had been very much tuned into the green building movement for several years before this program [Green Housing Certificate Program], which put it all in a good perspective with an overview of all the issues. This has given me tools and inspiration to be a bit of a ‘green missionary’ to preach to the wider audience of architects.”

Eliyahu Ne’eman, Bartlett School at University College London • Helen J. Kessler, AIA

Victor Olgyay, Princeton • Michael Holtz, FAIA

Laurie Olin, Hon. AIA, University of Pennsylvania • Jestena Boughton, Assoc. AIA: “…wise and strong enough to influence the greatest architects of our time.”

Ed Orlowski, AIA, Lawrence Technological University • Jason Schultz, AIA: “Professor Orlowski helped us research different ways of greening normal buildings. He introduced us to sustainability. From that, he has sparked a love in me. I have since studied extensively the greening of architecture, and am in the process of preparing for both my Architectural Registration Examination and the LEED registration. Once those are obtained, I plan to help create a new division within my firm, spreading green architecture where ever I can.”

David Orr, Oberlin College • Kevin Burke, AIA • Robert J. Koester, AIA

Victor Papanek, University of Kansas • David Whitney, AIA: “Introduced to me through his books by Ray Lloyd at the College of the Sequoias (COS) and was an inspiration to me as a student in the 1980s and today. A founder to the notion of responsible design, which promotes responsibility deeper than a basic interest in green materials replacing standard products, Victor inspired me to become an architect—and to design with regard to social and ecological responsibilities beyond the basic scope of an architectural program. As a student activist, I was fortunate to bring Victor as a keynote speaker to COS for Earth Day in 1985. He died in 1998.”

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Don Peting, University of Oregon • Karin Link, Assoc. AIA: “…the studio I took with him showed a particular sensitivity to site and environment.”

Brent Porter, AIA, Pratt Institute • Michael McHugh, AIA: “I always laugh thinking about how he encouraged my goofy model of a ‘solar temple’ made out of an old air diffuser.”

Corkey Poster, University of Arizona • Marlene Siska, AIA: “He taught sustainability in second year of design. It wasn’t a fad to him, it was his philosophy in good design. He was very influential, I’m sure, to hundreds of students.”

Donald Prowler, FAIA, University of Pennsylvania, Princeton (and others) • Keith Moskow, AIA: “His book, Modest Mansions, is great.”

John Reynolds, FAIA, University of Oregon • Jim Wasley: “…incredibly supportive mentor throughout my undergraduate education and have remained so ever since…is a true pioneer in architectural education…” • Margot McDonald, AIA: “…has inspired several generations of architecture faculty who teach the same subject at universities throughout the world as well as practicing architects. He continues to contribute to the field and to mentor his former students, many of whom are full professors themselves. I am deeply indebted to him for providing me with career direction and shared their passion for design with environment.” • Rudy Berg, Assoc. AIA • Karin Link, Assoc. AIA

Gene Ruskin, Columbia University • Sheldon Licht

Harris Sobin, AIA, University of Arizona • Helen J. Kessler, AIA: “He always brought a contextual sensitivity to his classes, based in part on the work of Le Corbusier.”

Bernard Spring, FAIA, Cooper Union • Edward R. Acker, AIA: “Bernie impressed upon us an awareness of the broader context of the buildings we were designing, and their effects on the environment as to consumption, distribution, and disposal issues related to air, water, sewage, and power.”

Lance Tatum, AIA, University of Texas • Doug Nissen, Assoc. AIA

Michael Utsinger, University of Wisconsin-Milwaukee • Michael Doll, AIA: “His focus in teaching is sustainability and I believe his focus in life is improving the quality of life for all human beings. In essence, helping people understand the long-term benefits of working in concert with terrestrial cycles as a matter of survival for the human race.”

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Andy Vanags, University of Washington-Seattle • Kathleen Flynn, AIA: “…the one and only… materials and methods professor—he was ahead of his time.”

Sim van der Ryn, University of California-Berkeley • David Arkin, AIA: “Sim’s unlimited ability to see and stay focused on the big picture has been the hallmark of his career … Many colleagues practicing what is now known as ‘green’ building in the Bay Area studied under Sim while at UC Berkeley. Perhaps his greatest contribution to us all was simply letting us do what we knew to be the ‘right’ way to design in the first place: in tune with nature and mindful of its systems.” • Jonathan Reich, AIA: “His work was enormously influential for the expanded understanding of design that it offered and for the activist role that it proposed for architects.” • Tom Eisele, AIA: “Appropriate technology guru and prophet from California. Got me excited about passive solar, composting toilets, and low tech for high design in architecture and planning.” • Doug Nissen, Assoc. AIA

Donald Watson, FAIA, Rensselaer Polytechnic Institute and Yale University • Phillippe Campus: “I learned from Don’s teaching by examples and from his firm commitment in (the early days of) the solar movement.”

Troy West, New Jersey Institute of Technology • John Beyer Fitzgerald, Assoc. AIA: “Took us to see a ‘Living Machine’ in Providence, R.I., which is a complex system of plants etc. that consume raw sewage and clean stormwater runoff. It’s one of many things he did or said that changed my thought process.”

Hofu Wu, FAIA, California Polytechnic State University-Pomona • Jaime Olmos: “He teaches all the concepts of environmental design, including passive and active methods and solar geometry. He brings a contagious passion to the material and teaches it in a way that has instilled the concepts in my mind and ingrained them into my design philosophy.”

John Yellot, Arizona State • Michael Holtz, FAIA: “A leading researcher on solar energy and climate adaptive design. Excellent teacher and researcher.” • Helen J. Kessler, AIA

Other Champions Inspiration and support happens not only in school. Many of those who submitted nominations named authors, clients, architects, and other professionals as important influences on their careers and commitment to sustainable design. Some of these people have also taught from time to time.

Bruce Anderson, author of Solar Energy and Shelter Design • Wm. Terry Osborn

Bob Berkebile, FAIA, BNIM • Robert J. Koester, AIA

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James Carter and Walter Mondale, president and vice president, respectively • Stuart Berger, AIA: “The long-term energy policies set forth at the end of their administration demonstrated leadership and foresight. Their policies would have, if followed by the next president, provided by now, the benefits of several alternative energy sources, including large-scale wind and solar energy power and weaned us off of the Mideast oil.”

Richard Crowther, FAIA, author • Michael Holtz, FAIA: “A leading practitioner and prolific author on climate adaptive design, sustainable, healthy design. Still alive and active.”

Randy Croxton, FAIA, Croxton Collaborative • Robert J. Koester, AIA

Roger Ferri • Tom Eisele, AIA: “He had some very interesting and forward thinking ideas, particularly about integrating the skyscraper with nature and creating pedestrian cities.”

Pliny Fisk and Gail Vittori, codirectors, Center for Maximum Potential Building Systems • Herman Thun, AIA: “They have been committed to the philosophy of sustainable architecture for 30-plus years. I am associated with the center in a number of ventures and count my time spent in his presence a continuing enormous learning experience. I am forever indebted to him and her for his contagious environmental fervor and his ability to share his extensive knowledge with others.” • Wm. Terry Osborn: “I encountered Pliny in 1971 at Ball State University; he had just come from Penn and Ian McHarg’s graduate studio… he taught how to actually integrate ecological reality into our planning and design.”

Buckminster Fuller, architect and thinker • Tom Eisele, AIA • Fernando Abruna, FAIA • Wm. Terry Osborn: “I encountered him as a visiting teacher at Ball State University in 1970. His concepts of ‘design science’ and ‘The World Game’ still inspire my work.”

Bill Godfrey, AIA, architect, president, Environic Foundation International • Donald E. Sporleder, FAIA

Harry Gordon, FAIA, architect, Burt Hill Kosar Rittelmann Associates • Jean Stark, AIA: “Harry’s devotion to sustainability and his gift for inspiring young architects to stretch beyond their self-perceived limits have greatly affected my professional life.”

Rich Haag, ASLA, landscape architect • Jestena Boughton, Assoc. AIA: “Rich believed and lived the know-your-site and natural- elements-can-heal-it mantras.”

E. Fay Jones, FAIA, architect • W. Frank Little Jr., AIA

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Grant Jones, FASLA, landscape architect, and Johnpaul Jones, FAIA, architect, both of Jones & Jones • Jestena Boughton, Assoc. AIA

Amory Lovins, Rocky Mountain Institute CEO, physicist, energy thinker • Tom Eisele, AIA: “Anyone who can out-argue the petroleum industry before Congress using their own data and presentation materials is impressive in my book.”

John Lyle, landscape architect, author of Regenerative Design for Sustainable Development • Marilyn Farmer, AIA

Ed Mazria, architect • Wm. Terry Osborn • Bob Bourguignon, AIA

William McDonough, FAIA, architect, William McDonough + Partners, McDonough Braungart Design Chemistry • Robert J. Koester, AIA

Glen Murcutt, Hon. FAIA • Paul C. Palmer, AIA: “Living architecture is interactive, responsive, dynamic, and synergetic to the wind, the sun, and the land. He showed that most architecture of our modern lives has not embraced these elements into the very fabric of a buildings design, and thereby leads us down a path to architecture that is ‘dead’ and unconnected from the environment it is located in.”

Peter Pfeiffer, FAIA • Doug Nissen, Assoc. AIA

Paolo Soleri, architect, Arcosanti • Doug Nissen, Assoc. AIA

Richard G. Stein, FAIA, author • G. Mackenzie Gordon, AIA: “A former employer of mine and the author of Architecture and Energy back in the 1970s when such ideas were novel. His buildings all displayed great economy of means and conscience, no fat and nothing just for looks.”

John Todd, biologist, inventor of Living Machines • Michael McHugh, AIA: “…changed the way I thought about the integration of the natural and built environment.”

Jorn Utzon, Hon. FAIA • G. Mackenzie Gordon, AIA: “In my opinion he is the world's outstanding living architect. His buildings, all quite different from each other, always embrace ecological ideas but from a poetic rather than the ‘get-LEED-brownie-points’ point of view. While best known for the Sydney Opera House, his more mundane buildings such as his housing projects in Denmark show a remarkable concern for the environment.”

97 Ecology and Design

• John Weidt, AIA, The Weidt Group • Craig Norsted, AIA: “I often wish I still worked with such a single-minded and dedicated group of people (if it just weren’t so cold there). John is truly one of the best and deserves our recognition.”

Malcolm Wells, architect, activist, author • G. Mackenzie Gordon: “The foremost proponent of earth sheltered architecture. It is sad that American architects and especially the architectural press have largely ignored this outstanding architect and his approach to design in favor or fashionable, cosmetic heroes.” • Douglas Steele: “The statement, ‘if you want to change the world, change your life,’ certainly applies to him.” • Tim McCorry, AIA: “His books, lectures, critiques, and correspondence encourage me to keep fighting for environmentally responsible design.” • Mark Spitzer, AIA: “He has contributed articles to a variety of publications on earth sheltering, water conservation, sensible development strategies and living lightly on the earth. He’s published a book of examples of ways in which earth sheltering could be applied to a wide variety of building and infrastructure situations. He’s one of the true believers on whose shoulders we now stand….” • Doug Nissen, Assoc. AIA

LaVerne A. Williams, AIA, architect • Dan Barnum, AIA: “Before any of us here ever even really thought about being “green” [LaVerne] set out on his path, and he has stuck with it, gently teaching, researching and explaining for all who would listen.”

Paul Winslow, FAIA, Orcutt/Winslow Partnership • Luis G. Huertas, AIA: “Showed me the actual practice of sustainable design in the everyday as an intern.”

Thomas Wyche, environmentalist, builder, lawyer, photographer, writer • Earle Hungerford, AIA: “For 35 years, he has devoted a significant portion of his personal and professional time to the conservation of approximately 100,000 acres of wilderness forests in the Blue Ridge Mountains of North and South Carolina. Without the leadership of his conservation efforts, much of this land would today doubtless be gated communities, golf courses and shopping centers. Instead, these lands are home to pristine rivers, lakes and waterfalls, undisturbed hiking trails, and campsites in a lush environment that supports an ecosystem of great richness and diversity.”

98 Ecological Literacy in Architecture Education Report and Proposal

READING FOR LEARNING: SAMPLE READING LISTS FROM SUBMITTED COURSEWORK

Providing reading lists with course descriptions was not a requirement of the Ecological Literacy in Architecture Education call for coursework submittals (though perhaps it should have been), but many educators provided them as part of their supporting material. We cross-referenced the 21 reading lists from a mix of class types. The lists included books, articles, and Web sites. AIA COTE volunteer Elizabeth Vandermark, AIA, collated the lists in a matrix (which shows which books were required or suggested and which courses were required or elective); this appears in the Appendix.

Two books showed up in eight lists each: Sun, Wind and Light and Cradle to Cradle. Three David Orr books made appearances in the lists: Ecological Literacy (SUNY Press, 1992) showed up in three lists, The Nature of Design (Oxford University Press, 2002) turned up in three, and Earth in Mind (Island Press, 1994/2004) made one list. Outlined here are the books that appeared on several lists accompanied by quotes from published reviews or book jackets.

Sun, Wind and Light G. Z. Brown and Mark DeKay: John Wiley & Sons, 2000, 2nd edition • Centre for Education in the Built Environment: “This book concentrates on one important design skill, which is the ability to make buildings respond to the sun, wind, and light. Its premise is that the more designers exercise this skill, the less energy their buildings will use, so the less carbon dioxide they will emit, and the greater will be their contribution to a sustainable future. . . . The authors are interested in the close relationship between architectural form and the flow of energy in buildings, and have provided designers with a working tool for exploiting that relationship. It is not just about saving energy. The authors hope that revealing this relationship to a building's occupants will be beneficial to their health and well-being. They make an eloquent argument for passive living. … [T]his is quite probably the best practical companion to bioclimatic design available. No architect should neglect to follow the advice that it gives.”

Cradle to Cradle: Remaking the Way We Make Things William McDonough and Michael Braungart: Rebound by Sagebrush, 2002 • Publishers Weekly: “[A] clear, accessible manifesto ... the authors’ original concepts are an inspiring reminder that humans are capable to much more elegant environmental solutions than the ones we've settled for in the last half-century.” • Kirkus Reviews: “A readable, provocative treatise that ‘gets outside the box’ in a huge way. Timely and inspiring.” • Hazel Henderson, author of Building a Win-Win World and Beyond Globalization: Shaping a Sustainable Global Economy: “Achieving the great economic transition to more equitable, ecologically sustainable societies requires nothing less than a design revolution—beyond today’s fossilized industrialism. This enlightened and enlightening book shows us how—and indeed, that ‘God is in the details.’ A must for every library and every concerned citizen.”

Mechanical and Electrical Equipment for Buildings Benjamin Stein and John S. Reynolds: John Wiley & Son, 1999, 9th edition (2005, 10th edition)

Intelligent Glass Facades Andrea Compagno: Birkhauser, 1999

99 Ecology and Design

The Technology of Ecological Building Klaus Daniels: Birkhauser, 1997

A Green Vitruvius: Principles and Practice of Sustainable Architectural Design The European Commission: Earthscan Publications, 1999

Daylighting for Sustainable Design Mary Guzowski: McGraw-Hill, 2000

Energy Efficient Buildings: Architecture, Engineering, and Environment Dean Hawkes and Wayne Forster: W.W. Norton, 2002

Thermal Delight in Architecture Lisa Heschong: MIT Press, 1979

The LEED Rating System and Reference Manual U.S. Green Building Council, www.usgbc.org

Design with Nature Ian McHarg: John Wiley & Sons, 1967

The Philosophy of Sustainable Design Jason McLennan: Ecotone,3 2004

The HOK Guidebook to Sustainable Design Sandra Mendler and William Odell: John Wiley & Sons, 2000 (2005, 2nd edition)

Ecological Literacy David Orr: SUNY Press, 1992

The Nature of Design David Orr: Oxford University Press, 2002

Eco-Tech: Sustainable Architecture and High Technology Catherine Slessor: Thames and Hudson Ltd., 1997

Photovoltaics and Architecture Randall Thomas and Max Fordam: Spon Press/Routledge, 2001

Sustainable Landscape Construction: A Guide to Green Building Outdoors J. William Thompson and Kim Sorvig: Island Press, 2000

Ecological Design Sim Van der Ryn and Stuart Cowan: Island Press, 1996

3 Ecotone, founded by Jason McLennan in 2004, has started the Green Architecture Curriculum project, a three-year program to develop and introduce textbooks, coursework, and study guides. It is seeking volunteer collaborators; participating educators are asked to use The Philosophy of Sustainable Design and an associated study guide for their coursework.

100 Ecological Literacy in Architecture Education Report and Proposal

The Ecology of Architecture: A Complete Guide to Creating the Environmentally Conscious Building Laura C. Zeiher: Whitney Library of Design, 1996

Online Resource: Environmental Building News in Architecture Schools Environmental Building News (EBN) has long been among the most respected publications on sustainable design and building. BuildingGreen, the publisher of EBN and the GreenSpec Directory, has found a receptive audience for its integrated, online resource, the BuildingGreen Suite. The subscription-based tool provides online access to the current issue of EBN, an archives of EBN back to the newsletter’s launch in 1992, and the online GreenSpec products database.

James Wasley, associate professor of architecture at the University of Wisconsin-Milwaukee, has been using BuildingGreen resources as required reading in his courses for years. Wasley used to make photocopies of EBN articles and distribute them in his green building seminar. Copying and distributing these articles, though, became difficult to manage, and when BuildingGreen migrated its resources to the Internet in late 2003, using these articles in his seminar became much easier. Now he simply assigns the BuildingGreen Suite as required reading. “It’s the text for my green building seminar. I swear by it,” he says.

Although many architecture schools use the BuildingGreen Suite in this fashion—requiring students to subscribe individually (taking advantage of a special student discount that BuildingGreen offers)—more schools are subscribing to this resource campus-wide, which eliminates the need for students or faculty to log in individually when they are accessing the BuildingGreen Suite from within the university network or using a university IP address.

About a dozen architecture schools currently have campus-wide subscriptions to the BuildingGreen Suite, according to Jim Newman of BuildingGreen. Mary Guzowski in the Department of Architecture of the University of Minnesota (a school with campus-wide access) includes the BuildingGreen Suite as a resource for her students and points them to particular articles. She says she can trust the content the students will find, which is especially important as students look more and more to the Internet for their research. “It’s accurate, comprehensive information that is well-researched,” she says. “And not only do the students get a sense of the history of relevant topics, since BuildingGreen editors have been researching and writing on these issues since 1992, but I can count on them reading about cutting-edge issues before they appear in mainstream publications.” The current campus-wide subscription cost is just under $1,000 per year.

101 Ecology and Design

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Sustainable Design Issues in Archit Issues Design Sustainable in Archit Issues Design Sustainable ARCH 8565 Materials Performance ARCH 8565 Materials ARC 2713 Passive Building Syste ARC Building 2713 Passive ARC 307 Environmental Systems Systems ARC 307 Environmental ARCH 8563 Energy and Indoor and ARCH 8563 Energy Environmental in Quality Issues Design Sustainable Build and Site ARCH 8567 Intergrated Design Indoor and ARCH 8563 Energy Environmental in Quality Issues Design Sustainable ecoMOD: Low Income House Design/Build ecoMOD: Low Income House Design/Build an Site ARCH 8567 Intergrated Design ecoMOD: Low Income House Design/Build ecoMOD: Low Income House Design/Build ecoMOD: Low Income House Design/Build Architectural Ecology & Basic Arch a & Basic Ecology Architectural Env Design Design ARCH 8561 Sustainable Theory/Practice Design ARCH 8561 Sustainable Theory/Practice in Architecture Practices and Issues Urbanism course name name course Carmody Carmody Carmody Carmody Quale Berk Quale Ilozor Carmody Quale Weeks Quale Quale Seitz Seitz Seitz Chance Guzowski Guzowski Gardner instructor instructor

S S R R R R R R reading required/ suggested Virginia Virginia

U Minnesota MA College Art of MA College Art of U Virginia Mississippi U State Hampton U U Minnesota U Minnesota Hampton U U Minnesota U Virginia U Minnesota U Virginia U Virginia Parsons/New School U Minnesota U Minnesota institution United Nations Dev. 2000 Programme US Green Council Building US Green Council Building US Green Council Building New London, Spon, E&FN York, 2000 New London, Spon, E&FN York, 2000 2000 U WCB, Boston Hill, McGraw 1999. Kentucky, Press of University 1994 Lexington Press, University New Yale 1994 Haven New Hall, Prentice Pearson 2005. Jersey, Press, Washington, Island DC, 2002 Woodstock Press, Overlook York, New 1998 and Woodstock Press, Overlook York, New 1998 and Group, Publishing Images 1997 Australia, Melbourne, Birkhauser, Boston, Basel, 2004 1724 publisher, location, date

astics, Metals astics,

" " Classic Readings in in Readings Classic imates imates imates de : for One- and Two- Family Housing f time f works for Learningworks for F. Spreckelmeyer and Jay Jay and Spreckelmeyer F. nment: Bioclimatic Building nment: Bioclimatic Building : A Study Of Buildings In : A Study Of Buildings In ystems in Buildings 3rd Ed. Energy and the Challenge of of Challenge the and Energy eference Manual eference Manual eference Manual

title World Energy Assessment: Energy World Sustainability SystemLEED Rating and R SystemLEED Rating and R SystemLEED Rating and R Climate Responsive Design Cl Humid Hot And Moderate Climate Responsive Design Cl Humid Hot And Moderate International Residential Co Family Dwellings In Space.” Public “American Kent by edited Architecture M. Stein Place to this Becoming Native o a sense Place, of Sense A Mechanical and Electrical S Ecology and Design: Frame Architecture and the Enviro Design Architecture and the Enviro Design Good Neighbors: Affordable Pl Glass, : Materials Translucent the"What is Enlightenment? a a illiam /eap author author http://www.undp.org/seed /activities/wea/ http://www.usgbc.org http://www.usgbc.org http://www.wpm.co.nz Richard Hyde, Richard. Hyde, Code Council International Jackson, J.B. Jackson, Wes Jackson. John Brinckerhoff W Tao, and R. Richard Janis, K. Y. Hill, Kristin and Bart R. Johnson, (Eds.) Lloyd David Jones, Lloyd David Jones, Jones, Tom Frank Kaltenbac, Kant, Immanuel. http://www.usgbc.org

112 Ecological Literacy in Architecture Education Report and Proposal

E course elective required/ ure nce nce nce nce

Sustainability Issue in Architect Issue Sustainability Design and Society Design and Society ARCH 8565 Materials Performa ARCH 8565 Materials Performa ARCH 8565 Materials Performa ARCH 8565 Materials ecoMOD: Low Income House Design/Build Arc 696/560 SolarDecathalon Design/Build ecoMOD: Low Income House Design/Build Arc 696/560 SolarDecathalon Design/Build Arc 696/560 SolarDecathalon Design/Build Arc 696/560 SolarDecathalon Design/Build ARCH 8561 Sustainable Design Design ARCH 8561 Sustainable Theory/Practice Design ARCH 8561 Sustainable Theory/Practice Arc 696/560 SolarDecathalon Arc 696/560 SolarDecathalon Design/Build Arc 696/560 SolarDecathalon Design/Build course name name course Weeks Weeks Sukhwant Weeks 509 Arch DeKay/Shelton Quale Sukhwant Weeks Garrison Quale Garrison Garrison Mansy Garrison Coates Coates Guzowski Guzowski Garrison Garrison Garrison instructor instructor

R R R reading required/ suggested U Minnesota Minnesota U U Texas Texas U U Minnesota Kansas State U Portland U State U Minnesota U Minnesota Portland U State U Texas U Virginia U Texas Oklahoma U State U Texas U Texas Texas U U Minnesota U Minnesota U Tenn institution U Virginia U Virginia U Texas U Texas SETAC, NC, 2003 Washington of University WA, 2002. Press, Seattle York New Books, Currency 2001. New Society Publishers, CT 2001 New York,McGraw-Hill, 2003 New York,McGraw-Hill, 2003 Press, CA Design Ecological 1996 York New House, Random 2000. Hill, New York,McGraw 1995. Hill, New York,McGraw 1995. Press, Cambridge, MIT 1981. Massachusetts, Boston, 1999. Birhauser, Wien,Springer, New York, 2001 Boston, 1998. Birkhauser, New Reinhold, Nostrand Van York, 1992. New Reinhold, Nostrand Van York, NY, 1986. New Reinhold, Nostrand Van York, 1986. publisher, location, date

ow Manufacturing ow Manufacturing le Architecture d Components Professionals Professionals ilding and Construction, A Construction, and ilding Renaissance Genius rm r Architecture r Architecture ithout Heating ithout Buildings, Perspectives rmgivers For Architecture Design, Construction and Design, Construction ons in Design from IDEO, ucture and Detail o Transform Building o Transform Building tropolis: Common Place w: Structural Design for

title Life Cycle Assessment in Bu in Assessment Cycle Life Report Art the of State Repairing the American Me Revisited The Art of Innovation. Less Fi design Leading America’s Building: Natural of Art The Technology an Materials Assess Building Refabricating Architecture: H Methodologies Are Poised t Construction Refabricating Architecture: H Methodologies Are Poised t Construction Buildings of Earth and Stra Rammed Earth and Straw Ba Brunelleschi’s Dome. How a Reinvented Architecture Design for Costing cycle Life Design for Costing cycle Life Form Sun Rhythm Glass Architects: Concepts, W Cepheus: Comfort Living Glass building: Material Str Perception & Lighting As Fo Sunlight as a Form-Giver fo Sunlight as a Form-Giver fo

lake, lake,

author author Kataji, S., Schuurmans, A., Edwards, A. Kelley,Tom Littman, with Jonathan F. (ed) Joseph Kennedy, Lleweyllyn, N., and J. Khler, Kieran, Stephen and Timber James Kieran, Stephen and Timber James King, Bruce Ross King, Dell'lsola,Kirk, and Stephen Dell'lsola,Kirk, and Stephen L. Ralph Knowles, Schempp, and Martin Krampen, Dieter. Krapmeier, Helmut W.Krewinkel, Heinz Lam, William M.C. Lam, William M.C. Lam, William M.C. Edwards Alphonse. Alphonse. Kelbaugh, Douglas S. Douglas Kelbaugh,

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114 Ecological Literacy in Architecture Education Report and Proposal

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e a i a esley P C n n n s Bu c sig K w y & So y & So e e e A K a a a e: nua an an an Mo Mo Mo N o y, 1997 -W loc in r s s s h f f f I , ile ile w Yo n n ce m m m Pr g g g De T P L ess, C m o o o t e r a o r n e R i /15100" l s Ja ://www.nyb in in in her s,1993. s,1993. s,1993. e a/ la apo t in in in s ://www.nyb E a k i /15100> p e e e s B, McGr g t st di p s ild ild ild mp ber o d T P e N ig ig ig ure hn W hn W t eedo eedo eedo C I r Archit e r r r o o cle f a i o Jo Jo MI 1984 W 1999. L R o Sin M f Th Bo HYP "ht t ht cle Bu Fr O Typ Bu Fr O Typ Bu Fr O Typ Ad C Ma Rod 1979. publis

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115 Ecology and Design

E E R R R course elective required/ ing ing nd nd nd ecture ecture ecture s ure and and ure

ecture and and ecture n Studio II n II Studio

Sustainable Design Issues in Archit Issues Design Sustainable in Archit Issues Design Sustainable Design and Society ARC 2713 Passive Building System ARC Building 2713 Passive Arc 696/560 SolarDecathalon Arc 696/560 SolarDecathalon Design/Build ecoMOD: Low Income House Design/Build Build and Site ARCH 8567 Intergrated Design ecoMOD: Low Income House Design/Build Issues and Practices in Archit Practices and Issues Urbanism Design ARCH 8561 Sustainable Theory/Practice in Architect Practices and Issues Urbanism Arch a & Basic Ecology Architectural Env Design Design ARCH 8561 Sustainable Theory/Practice Arch a & Basic Ecology Architectural Env Design Design ARCH 8561 Sustainable Theory/Practice Design ARCH 8561 Sustainable Theory/Practice course name name course Garrison Garrison Montgomery Sukhwant Desig Architectural Quale Carmody Quale instructor instructor Gardner Gardner Seitz Guzowski Gardner Berk Chance Seitz Guzowski Chance Guzowski Coates Guzowski DeKay/Shelton Arch 509 Arch DeKay/Shelton

R R R R R R R R R R R R reading required/ suggested Minnesota Hampton U U Hampton U Minnesota Minnesota U U Tenn Tenn U Parsons/New Parsons/New School MA College Art of Parsons/New School Texas U Mississippi U State Savannah CAD Portland U State MA College Art of Hampton U U Virginia U Minnesota U Minnesota Kansas State U U Virginia U Minnesota institution May/June 2003. May/June 1988 Press, Berkeley Habitat Internet U 2002 to Cradle, Cradle "http://www.ci.nyc.ny.us/htm l/dcp/html/fkl/ada/competitio n/2_2.html" PointNorth Press, 2002. Point Press,North 2002. Point Press,North 2002. Point Press,North 2002. Point Press,North 2002. PointNorth Press, 2002. Point Press,North 2002. PointNorth Press, 2002. Boston: WCB, Hill, McGraw 1999. York, & Sons, John Wiley New 1967 York, & Sons, John Wiley New 1967 York, & Sons, John Wiley New 1967 City, Kansas Press, Ecotone MO, 2004 City, Kansas Press, Ecotone MO, 2004 City, Kansas Press, Ecotone MO, 2004 publisher, location, date

Approach to Housing nd Jay M. Stein. the Way We Make Things. the Way We Make Things. the Way We Make Things. the Way We Make Things. the Way We Make Things. the Way We Make Things. the Way We Make Things. the Way We Make Things. nto Practice,” nto dings in Architecture edited he answer might surprise surprise might answer he id! Who really holds the key ble Design ble Design ble Design ble

title “It’s the Architecture, Stup T thermostat? global the to you.” CoHousing: A Contemporary Ourselves Principles Hanover i Eco-Effectiveness "Putting Cradle to Cradle: Remaking Cradle to Cradle: Remaking Cradle to Cradle: Remaking Cradle to Cradle: Remaking Cradle to Cradle: Remaking Cradle to Cradle: Remaking Cradle to Cradle: Remaking Cradle to Cradle: Remaking “On Values.” In Classic Rea by Kent F. Spreckelmeyer a Nature Design with Nature Design with Nature Design with Sustaina of Philosophy The Sustaina of Philosophy The Sustaina of Philosophy The raungart, Michael. raungart, Michael. raungart, Michael. raungart, Michael. raungart, Michael. raungart, Michael. raungart, Michael. raungart, Michael. raungart, Michael. uthor uthor Mazria, Edward. Edward. Mazria, McDonough, William McDonough, William and McDonough, William and McDonough, William and McDonough, William and McDonough, William and McDonough, William and McDonough, William and McDonough, William and McDonough, William and L. Ian McHarg, L. Ian McHarg, L. Ian McHarg, L. Ian McHarg, McLennan, Jason F. McLennan, Jason F. McLennan, Jason F. McCamant and Durrett Durrett and McCamant a B B B B B B B B B

116 Ecological Literacy in Architecture Education Report and Proposal

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s s ch d rf rf s ha ha De Sit t t e e u u e sig t d a a Ho l Ar p c c e e b ssue ssue t S s P s P y & B m l l s in Archit s in Archit

I I De m a na e in ra n n i e gn o rDe rDe i ce ce t ria ria c a i i C rg s ety ety e e la la t t

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on l. o o l , t st g n n , Ne , Ne , Ne , Ne n w Y w Y I i a d d d d ss, s h ., e e r d c Ev e hol hol hol hol i ns, 2000. , blis . P n n n n NM 1992 n, 1964. i i i i rv u P , y ns, Ne ns, Ne r, NY 1994 dat . e e e e t e So s, 2001. c. 2004. Vo o o e y, 2003. P s sit d k R R R R Ma S e on, r i f n o r t rn U re a nd nd nd nd een e ive u s. De y a y & S y & S r C t Bo t ra ra ra ra n Johnson e ns o s e e a w lis, Ma loc l l . , ul ile i i e d o U . 4. a Gr c e p e n & Scust her nicle rd o n A nsio hw SNe r o e e t f l els ro n Nost n Nost n Nost n Nost rk, 1996. rk, 1996. rk, 1991. rk, NY, 1985. rma hn W c. C x a h h a a a a e n Ext Simo C 1993. O 1979. John W 2000 Jo John W 2000 G Nort 1993, 59-75. Me V Yo V Yo P I ASC 34, No C V Yo V Yo publis

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117 Ecology and Design

E E E E E R course elective required/ Sustainability Issue in Architecture Issue Sustainability Design and Society ARC 2713 Passive Building Systems Systems ARC Building 2713 Passive ecoMOD: Low Income House Design/Build Arc 696/560 SolarDecathalon Design/Build ecoMOD: Low Income House Design/Build Arc 696/560 SolarDecathalon Design/Build Arc 696/560 SolarDecathalon Design/Build ecoMOD: Low Income House Design/Build Issues and Practices in Architecture and and in Architecture Practices and Issues Urbanism Design ARCH 8561 Sustainable Theory/Practice and in Architecture Practices and Issues Urbanism Arch and & Basic Ecology Architectural Env Design and in Architecture Practices and Issues Urbanism and in Architecture Practices and Issues Urbanism Design ARCH 8561 Sustainable Theory/Practice Design ARCH 8561 Sustainable Theory/Practice course name name course Mansy Mansy Sukhwant Quale Garrison Quale Garrison Garrison Quale Berk Berk Gardner Guzowski Gardner Chance Gardner Gardner Guzowski Guzowski instructor instructor

R R R R R R R R R reading required/ suggested Oklahoma Oklahoma U State Mississippi U State Portland U State Parsons/New School U Minnesota Parsons/New School Hampton U Parsons/New School Parsons/New School U Minnesota U Texas U Virginia U Minnesota institution McGraw Hill, New York,McGraw NY, 1993. Hill, New York,McGraw NY, 1993. 2002. Columbia/Tri-Star, A Urbanism: Landscape for Machinic the Manual 2003. Landscape, MA, 2004 Burlington, Oxford, Virginia U Press, University Cambridge MA 1989 DC, 2000. Washington, Press, London,Shenval 1972 Texas U Virginia U Vision: Essays Politics of The on Nineteenth-Century Art 33-59. 1989. pp. Society, and NYC, 2000. p. Pledge: Earth 129-135. War Navy College Review, 2004. Journal Architectural of 2000. Education, Associates, Sinauer MA 1989 Sunderland Prestel, Lakewood, NJ, 2000. Texas U Princeton Press, Princeton, NJ, 1979. Press, Princeton University Princeton, 1963 Press, Princeton University Princeton, 1963 publisher, location, date

title Environmental Control Systems, Heating, Cooling, Lighting Environmental Control Systems, Heating, Cooling, Lighting Fast, Cheap and Control Out of [1997] Urbanism,” “Landscape and Urbanism,” of “Landscapes Solar Radiation And Daylight Models and ,Ecology Community Lifestyle Life-Cycle costing (Whole building Design Guide) Industrialized Building and Modular Design, Henrik Nissen, Shenval Press, London, 1972 TH860.N56 Orient," Imaginary "The “High Performance Building and Affordable Housing.” In Papers. White Architecture Sustainable CITIES," "FERAL Corporate a Day: in Rome -- Vegas Today “Las Professional of Role the and Practices Development Designers,” systems support life endangered our and Ecology Facades:Double-Skin Integrated Planning Solar Control and Shading Devices Design With Climate: Bioclimatic Approach To Architectural Regionalism Design With Climate: Bioclimatic Approach To Architectural Regionalism author author Moore, Fuller dir. Errol Morris, Mostafavi, Mchsen and Corner, James. T. (Tariq) Muneer, David trans. Arne Naess, Rothenberg of Institute Building National Sciences Nissen, Henrik Linda. Nochlin, Noonan, Patty and Jon Vogel. Norton, Richard J. O’Brien, James. Odum, Eugene Pleasants Oesterle, Eberhard; Lieb, Rolf- Heusler, Dieter; and Martin Lutz, Winfried. A. Olgyay, V. and Olgyay, Olgyay, Victor Olgyay, Victor Moore, Fuller

118 Ecological Literacy in Architecture Education Report and Proposal

E E E R R course elective required/

Sustainable Design Issues in Architecture in Architecture Issues Design Sustainable Sustainability Issue in Architecture Issue Sustainability Design and Society Design and Society ARCH 8565 Materials Performance Performance ARCH 8565 Materials Performance ARCH 8565 Materials Arc 696/560 SolarDecathalon Arc 696/560 SolarDecathalon Design/Build Arc 696/560 SolarDecathalon Design/Build Design Int courses), (3 grad Ctr Lab/Outreach ecoMOD: Low Income House Design/Build Architectural Ecology & Basic Arch and Arch and & Basic Ecology Architectural Env Design Design ARCH 8561 Sustainable Theory/Practice Design Arch 501 Graduate Studio/Greening Campus Design ARCH 8561 Sustainable Theory/Practice and in Architecture Practices and Issues Urbanism and in Architecture Practices and Issues Urbanism course name name course Garrison Garrison Garrison Montgomery II Studio Design Architectural Sukhwant Wymelenberg Sukhwant Weeks Mansy Quale Weeks Chance Chance Guzowski Coates Seitz Koester Guzowski Gardner Gardner instructor instructor

R R R R R R R R reading required/ suggested U Minnesota Minnesota U U Minnesota Minnesota U U Idaho Hampton U U Texas U Texas Savannah CAD U Minnesota Kansas State U Portland U State MA College Art of U State Ball U Minnesota Portland U State Parsons/New School Oklahoma U State Parsons/New School institution Princeton Architectural Press: Princeton Architectural 2002. China, Press, Washington, Island D.C., 1994. State University of New York 1992. Press, Albany, State University of New York 1992. Press, Albany, State University of New York 1992. Press, Albany, Press, New University Oxford York. Press, New University Oxford York. Press, New University Oxford York. Company, and Norton W.W. 1999. Inc.. Thames and Hudson, NY 1995 Paolo Museum ed., Galuzzi, 1987, Montreal Arts, Fine of 163-81. 1982 Serra, 3-7, Semiotics, Introducing 21- 35, 2001. Press, London, Architectural 2004. 2004 Oxford, Architectural, Virginia U Wiley, NY 1994 on Architecture, Books Ten 1BC/1AD. publisher, location, date

title Rural Studio: Samuel Mockbee and an Architecture of of Architecture an and Mockbee Samuel Studio: Rural Decency. and Environment, Earth In Mind: the Human Prospect a to Transition the and Education Literacy: Ecological Post Modern World.. a to Transition the and Education Literacy: Ecological Post Modern World.. a to Transition the and Education Literacy: Ecological Post Modern World.. The Nature Design: of Ecology, Culture, and Human Intention The Nature Design: of Ecology, Culture, and Human Intention The Nature Design: of Ecology, Culture, and Human Intention Gardens:Roof History, Design and Construction Skin the of Eyes The Real the for Design Natural Imperative: Green The World “Leonardo, Brunelleschi, and the Machinery of the Construction Leonardo Site,” da Engineer Vinci, and Architect Building for Tomorrow: Putting Waste to Work "Charles Peirce on Pragmatism, Phenomenology and Semiotics" Daylighting Daylighting: Natural Light In Architecture Eco-Interior; A Guide to Environmentally Concious DesignInterior Education the"The of Architect" author author and Andrea Oppenheimer, Hursley. Timothy W. David Orr, W. David Orr, W. David Orr, W. David Orr, W. David Orr, W. David Orr, Osmundson, Theodore. Palasama Papanek, Victor Salvatore DiPasquale, Pawley, Martin Peirce, Charles Phillips, D. Phillips, Derek Pilatowicz, Grazyna Vitruvius Pollio, Marcus Orr, David W. David Orr,

119 Ecology and Design

E E E E R R R course elective required/ nd nd and and and and ecture ecture nce nce nce cture and and cture Sustainable Design Issues in Archit Issues Design Sustainable Design and Society Design and Society ARCH 8565 Materials Performa ARCH 8565 Materials Performa ARCH 8565 Materials ecoMOD: Low Income House Design/Build Arc 696/560 SolarDecathalon Design/Build Arc 696/560 SolarDecathalon Design/Build Architectural Design Studio III ecoMOD: Low Income House Design/Build Issues and Practices in Architecture Practices and Issues Urbanism in Architecture Practices and Issues Urbanism Arch a & Basic Ecology Architectural Env Design Design Arch 501 Graduate Studio/Greening Campus in Architecture Practices and Issues Urbanism Arc 696/560 SolarDecathalon Design/Build in Archite Practices and Issues Urbanism course name name course Coates, Coates, Gabbard, Sachs, Ornelas Wolf & Watts Quale Sukhwant Sukhwant Quale Weeks Garrison Garrison Weeks 509 Arch DeKay/Shelton Gardner Gardner Gardner Chance Gardner Seitz Gardner Koester Garrison instructor instructor

S S R R R R R R R reading required/ suggested U Minnesota Minnesota U U Minnesota U Tenn Portland Portland U State Portland U State Parsons/New School U Virginia Parsons/New School Hampton U U Texas U Texas Kansas State U U Virginia Parsons/New School MA College Art of Parsons/New School U Texas Texas U institution Ball State U U State Ball , Vintage, New York New 1993. Vintage, Harvard U.P., Cambridge MA 1970. Case Zero: Ground of Out in Reinvention Urban Studies 2003. Moses J & R Enterprises, WA,Lake, 2004 culture, and form house Cultural of Foundations 1969. Series, Geography Press:The MIT Cambridge, 1959. Routledge/Taylor & Francis, 1998. KY., Florence, New Press & Routledge, Spon York, 1995 London Spon, E & FN 1991 Press, London, Architectural 2003 Press, 2001. Architectural 18th Late in Transformations pp.107-145, Art, Century 1967. 1983 E.P. Dutton, Boston, 1997. Birkhauser, 3.03. Record, Architectural publisher, location, date

t Waste

Buildings he Reconstruction of Balkan Balkan of Reconstruction he f the field (ch. 1),” itecture," e: Learn How to Save Technopoly: the Surrender Surrender the Technopoly: Technology and Technology Inventions e

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title “The Ideology of Machines” of Ideology “The Cultureof to Technology Brunelleschi. Studies His of T for Chances and “Urbicide Cities," Modular Home Buyers Guid Buy You Before Thousands “the nature and definition o Architecture. Experiencing Building Materials from Solid Glass Structural Glass Structural Defects and Deterioration in House. Un-Private The Ecohouse 2: A Design Guid Ecohouse: A Design Guide. Planet a Small for Cities Arch Neoclassic of "Aspects Placemen of Art Chinese The Transparency Archi We Now? are “Where Evolving values,”

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h. h. h h Thomas, Stephanie. author author Postman, Neil Prodanovic, Milan. Randall Eaton, Randall Amos. Rapoport, Eiler Steen. Rasmussen, Renfroe, O.S. Dutton, Hug Peter and Rice, Hug Dutton, Peter and Rice, Barry A. Richardson, Riley, Terence. Roaf, Sue Roaf, Sue; Fuentes, Manuel; Rogers, Richard Rosenblum, Robert. Rossbach, Sarah Colin; Slutzky,Rowe, Robert; S. James Russell, Hoesli, Bernhard. Hoesli, Bernhard. Prager, Frank D. and Scaglia Gustina Gustina

120 Ecological Literacy in Architecture Education Report and Proposal

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123 Ecology and Design

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125 Ecology and Design

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126 Ecological Literacy in Architecture Education Report and Proposal

SUBMITTED COURSEWORK

Introduction to the Matrix The Coursework Matrix that follows charts the 44 submissions and indicates the level (undergraduate or graduate) and some aspects of the courses such as format (studio or lecture) and whether the courses include field work (postoccupancy evaluation), laboratory work, a small project, a design-build project, or community outreach. There are also columns indicating whether the course or courses have a connection to a green campus effort, and whether that university has signed the Talloires Declaration (a commitment to working toward a sustainable campus that is maintained by the University Leaders for a Sustainable Future). Two columns deal with interdisciplinary links; one for students and one for teachers (a G instead of X indicates there were interdisciplinary guest lecturers). Another column is labeled Professional Practice and is checked when the course or courses include a link to professional practice in some way, such as having a real client and presentations, or having practicing architects as part of the instructional team or guest lectures or critiques. Another column, Collaboration, is checked if students are required to work in teams for any part of the course. The last pair of columns identifies whether courses are required or elective (submittals marked with both included more than one course). Where programs are minors or their own degrees, courses are marked as required, though those programs are “elective” add-ons to the basic architecture degree. The variety of documentation submitted should be taken into consideration. Some courses may include one or another element that was not mentioned in the submittal descriptions. Given that variety, this categorization should not be considered absolute.

Profiles of the Additional Coursework Submitted In addition to the three grant recipients and eight programs selected for special recognition, there were 33 other submitters to the Coursework Grant portion of this project.

University of Arizona, School of Architecture ARC 301: Design Studio III: Land Ethic (undergraduate) Submitted by Alvaro Malo This third-year architecture course involves the study of earth sciences (geology, hydrology, meteorology) through empirical observation and analysis. Experimental site analysis is used to encourage students to formulate an ethical response for a site design.

Ball State University, College of Architecture and Planning CAP 101 Studio (undergraduate) Submitted by C. Daniel Woodfin and Shaun R. Krenzke This is a first design studio shaped to teach about environmental design and sustainability principles. The course is team taught by architecture, landscape architecture, and planning professors. Students are asked to produce a model to study daylight, shading, natural ventilation, and climate and site issues.

California Polytechnic State University-San Luis Obispo, College of Architecture and Environmental Design Solar Cal Poly: Solar Decathlon Competition (graduate and undergraduate) Submitted by Sandy Stannard Interdisciplinary hands-on design-build project for the second Solar Decathlon that will result in a 626-square-foot solar-powered home. Design focuses on energy conservation

127 Ecology and Design

due to the small size of the home and accompanying solar array. Energy conservation is a critical issue in California, and this project helps raise awareness.

City College of New York at CUNY, School of Architecture, Urban Design and Landscape Architecture ARCH 51372 New Directions in Green Planning and Design (undergraduate) Submitted by Anthony Walmsley Elective architecture course introduces sustainable design through specific designers, writers, or works. Students undertake research assignments that allow them to explore an area of interest such as the work of William McDonough, AIA, the use of green roofs, or the writings of Aldo Leopold. A broad range of topics covers introduction to ecology, vernacular design, energy efficiency, new urbanism, water management, social issues, and economics.

Clemson University, School of Architecture Graduate Studies in Architecture and Health (graduate) Submitted by Dina Battisto Graduate program culminates in design of a green health clinic in Clemson, S.C, over five courses involving different aspects. The interdisciplinary public service project involves faculty from architecture, landscape architecture, nursing, and public health. The project raises awareness within the university and the Clemson community about sustainable design issues.

Florida A & M University, School of Architecture Green Team and Coursework (undergraduate) Submitted by Beth Dobson Several faculty members are integrating sustainability into existing design and technology courses. Technology of Architecture course requires students to develop a connection with nature through observation. Field trips to LEED-certified buildings give students opportunities to learn successful design strategies for surrounding communities.

Hampton University, Department of Architecture Beginning with Site in Architectural Education and Envisioning Portsmouth: Service Learning (undergraduate) Submitted by Shannon Chance Architectural ecology course focuses on technical understanding of site issues to facilitate later design studio courses. Theoretical writings are used to introduce ecological issues and develop interest among students. Projects involving research and analysis such as sun angle studies, site analysis, or sustainable techniques/ materials further students’ technical understanding. Envisioning Portsmouth is a three-semester, five-course service project involving sustainability with urban renewal. Interdisciplinary in nature, the project introduces students to community design, landscape, housing, and historic preservation.

Hampton University, Department of Architecture Environmental Systems/Mechanical Equipment I and II and Systems and Advanced Architectural Design Studio (undergraduate) Submitted by Benedict Ilozor Introductory mechanical course for third-year students teaches basic principles of HVAC design with emphasis on ecologically sustainable mechanical design. Environmental Systems course is integrated with Architectural Ecology course and Advanced Design course. Third-year mechanical course focuses on lighting, electrical, and building

128 Ecological Literacy in Architecture Education Report and Proposal

acoustics. Daylighting principles introduced as part of building lighting design. Fourth- year architectural design course involves the complete design process for a moderately sized project within an urban setting. Concentration on contextual issues of site, orientation, and environmental relationships creates basis for environmentally sensitive designs.

University of Idaho, Department of Architecture Daylight in Building, Modeling for Integrated Design, and Building Case Studies and Integrated Design Lab and Outreach Center (graduate and undergraduate) Submitted by Bruce Haglund and Kevin Van Den Wymbelenberg Two-semester capstone for graduate students that results in design of projects with sustainable emphasis. Students choose projects based on their own interests. The first semester is spent researching, programming, and developing schematic design. The second semester completes architectural design work. This completes curriculum with basis in sustainability, including Introduction to Ecological Design, Materials and Methods, Architectural Site Design, and Environmental Control Systems courses.

University of Kansas, School of Architecture and Urban Design Proposed Course: Building with Intelligence and Introduction to Architecture (undergraduate) Submitted by Shannon Criss Introduction to Architecture integrates the relationship of ecology and the built environment into an established introductory course. Building with Intelligence is an interdisciplinary course focusing on sustainability in a larger context than architecture by emphasizing interconnecting systems. Case studies are used to expose students to sustainable design, specifically the areas emphasized by the U.S. Green Building Council’s LEED program.

University of Kansas, School of Architecture and Urban Design Studio 804 (graduate) Submitted by Dan Rockhill and David Kelman Final design studio course in three-year graduate program allows students to design and build projects for local community organizations. Students learn about materials and methods in a hands-on environment. The course also raises awareness of environmental issues within the communities where projects are completed.

Massachusetts College of Art, Department of Environmental Design Architecture Program (undergraduate) Submitted by Patricia Seitz Preprofessional architecture major program emphasizes natural systems and environmental issues. Several courses concentrate on these issues specifically. Students are taken on field trips to learn about sustainable design of human environments and building systems. An urban design course emphasizes sustainable communities. Design Works course provides students with a multidisciplinary experience and real-world opportunity with a community partner.

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Miami University, Department of Architecture and Interior Design, Center for Building Science Research Interdisciplinary Energy and Sustainable Design Studio (undergraduate) Submitted by Scott Johnston The interdisciplinary studio attracts students from various fields related to the environment. Advanced computer and physical modeling is used to understand thermal performance of buildings designed by student teams. Natural ventilation and daylighting are also studied, using both physical and computer models.

University of Nebraska-Lincoln, College of Architecture Principles of Sustainable Design (graduate) Submitted by William Borner Fifth- and sixth-year elective course focuses on the use of case study to evaluate a design project with emphasis on LEED criteria. Case studies are conducted in cooperation with local architecture firms.

University of New Mexico, School of Architecture & Planning Six courses and Design and Planning Assistance Center (graduate and undergraduate) Submitted by Stephen Dent Several courses are offered that address environmental issues as they relate to architecture. Site and environmental controls classes that emphasize minimizing impact on the environment have been offered for more than 20 years. Recently courses covering sustainable design as well as studios that encourage “green” design have been integrated into the curriculum.

New York Institute of Technology, School of Architecture and Design NYIT Solar Decathlon 2005: Green Machine/Blue Space (graduate and undergraduate) Submitted by Michele Bertomen Multidisciplinary design-build project for second Solar Decathlon competition in Washington, D.C., gives students hands-on experience in sustainable design. The design separates the living quarters (Blue Space) from the mechanical components (Green Machine) in order to conserve energy and maintain comfort. A transparent link connects the two components. The design of the Green Machine component is universal so that it can be used with varying Blue Spaces.

North Dakota State University, Department of Architecture and Landscape Architecture Architectural Design IV: Earth System Science and Policy (undergraduate) Submitted by Mohamed Elnahas Third-year design studio involves complete design process with real-world client. Students work with a local architect to meet the client’s goal of a sustainable design that minimizes environmental impact. Student teams produce schematic designs for the client. The architect actualizes the winning design.

Oklahoma State University, College of Engineering, Architecture, and Technology Sustainability Issues in Architecture (undergraduate) Submitted by Khaled Mansy Elective course introduces sustainability as a set of principles relating to ecology and the environment rather than as an architectural style. Students learn how to design passive environmental control systems using engineering principles to quantify the effectiveness of the system.

130 Ecological Literacy in Architecture Education Report and Proposal

University of Oregon, Department of Architecture HOPES Conference 24-Hour Design Charrette (graduate and undergraduate) Submitted by Christine Theodoropoulos Run by the Ecological Design Center, a student organization, the charrette is an event that launches the annual three-day conference on ecological design. Interdisciplinary teams address a real-world problem. The program is in its 11th year.

University of Pennsylvania, Department of Architecture, School of Design Design Studio III ARCH 601-206 (graduate) Submitted by Cathrine A. Veikos This second-year graduate studio investigates passive systems for ventilation and heating. Students are charged to develop a choreography of spatial qualities of lightness, darkness, reflectivity, and other characteristics over various times of day and at various times of the year. Students use 3D Studio Max and Lightscape programs to capture information. The aim is have students make interpretive translations of digital drawings and use simulations to test the results.

Philadelphia University, Architecture Program, Engineering and Design Institute Design V for Architecture: Survive: The Ultimate Game of Architecture (undergraduate) Submitted by Rob Fleming This course was created after frustrating attempts at cross-disciplinary teaching and learning. Modeled loosely on the Survivor television show, teams of students face six challenges: one that regards awareness of surroundings, one that involves anthropological research and biodiversity, one that asks them to create a permaculture community, one that involves architecture history (in a game show format) that reinforces 6,000 years of architecture (rather than 100 of modernism), one that involves a debate about environmental literacy (based on the reading of Ishmael: An Adventure of Mind and Spirit), and the final one that requires each team to make and play a musical instrument.

Philadelphia University, School of Architecture and Design A810 Design X Capstone Studio: Ecological Design and Technology (undergraduate) Submitted by Susan Frosten The studio focuses on exploration of environmentally sustainable technology in environmental and technical terms and also as the expression of culture relative to “an understanding of our place as human beings within the ecological framework.” After extensive site analysis is followed, the conventional design process is inverted. Students are asked to employ research in four constructs that deal with earth, air, sun, and water.

Portland State University, University Studies Program Design and Society (undergraduate) Submitted by Sukhwant Jhaj Interdisciplinary course focuses on the designer’s impact on social and physical systems with attention to societal responsibilities (sustainable development, social justice).

University of Puerto Rico, School of Architecture Puerto Rico Institute for Sustainable Architecture/House Restoration for Institute (undergraduate) Submitted by Fernando Abruna This is an introduction to sustainable architecture through a restoration project for third- and fourth-year undergraduates. The tropical house will become the headquarters of the Puerto Rico Institute for Sustainable Architecture. Students will be asked to develop a

131 Ecology and Design

program of yearly activities for the education of the professional and general public about the importance of sustainable buildings.

Ryerson University, Department of Architectural Science ASF 905: Community Outreach Program (undergraduate) Submitted by Margery Winkler A community interaction course with the Toronto District School Board involved a charrette with the architecture students and middle school students to develop a multipurpose learning space designed with sustainable concepts and lifecycle analysis in mind. Eight models and master plans were produced with elevations and land management reports. The project is being executed.

Savannah College of Art and Design (SCAD), Department of Architecture Architecture Design Studio II: A Discovery Center for Children to Learn about Ecology (undergraduate) Submitted by LaRaine Montgomery Third-year architecture students interface with local school children on a green design project. The design team studies the ecology of the salt mars and maritime forest habitats and conceptualizes a green building design that respects the fragile environment of the site. The center operates more than 40 programs for the county’s school children, ranging from barnyard classes to tidal creek ecology sessions to astronomy classes.

Savannah College of Art and Design (SCAD), Department of Architecture Arch 507/707: Urban Design Studio (undergraduate) Submitted by Mike Moore In Arch 507/707, fifth-year design studios, students respond to a hypothetical design competition sponsored by the city of Newport, Ore., or another challenge in the city of Ashland, Ore. Students are expected to develop an ability to create a meaningful solution to a very complex and large-scale architecture problem in an urban setting. Given problems might involve the design or redesign of a major urban area. Lectures and discussions center on theories regarding the development of cities.

SBSE Retreat 2005: Greener Foundations: Environmental Technology and the Beginning Design Student Submitted by Christopher Theis, Louisiana State University; Leonard Bachman, University of Houston; Terri Meyer Boake, University of Waterloo Request for grant funding to enable three beginning design instructors to attend the 2005 Annual Retreat of the Society of Building Science Educators (SBSE), held at the Savannah College of Art and Design in Savannah, Ga., June 9–12, 2005, and focused on the question: Should environmental technology be a component of beginning design courses and, if so, how?

University of Southern California, School of Architecture, Landscape Architecture Program The Brown Lab (graduate) Submitted by David Fletcher Students from the landscape architecture, architecture, urban planning, and public art programs at the University of Southern California take this studio, which is designed to affect change in the community through charrettes and alternatives to conventional development practices. One part of the challenge to students is to create an elaborate field guide to the site that involves hydrology, infrastructure, site history, demographics, and phenomenology.

132 Ecological Literacy in Architecture Education Report and Proposal

University of Texas, School of Architecture Arc 696/560: Advanced Design/SolarDecathlon Design-Build Studio (graduate and undergraduate) Submitted by Michael Garrison Students investigate the application of building systems that may be used to design and construct environmentally responsive architecture as part of the project to design and build the 2005 Texas SolarD House. The course links the theory and practice of sustainable design and planning to familiarize the student with the salient issues of green architecture. The goal is to reestablish the continuity and interrelationship between the process of conceiving, making, and using the building and landscape and to empower designers to refine environmentally responsive architecture.

University of Texas, School of Architecture, Center for Sustainable Development ARC 384K: Environmental Control II (graduate) Submitted by Steven A. Moore The required course is a quantitative and qualitative survey of heating, cooling, ventilating, electrical, plumbing, solar, vertical transportation, and fire safety technologies. The seminar/studio blend is intended to provide students with a chance to critically study systems (via case studies) within the assumption that architecture practice “requires knowledge that is scientifically, ecologically, and culturally responsible.”

University of Texas, School of Architecture, Center for Sustainable Development Design/Build Mexico (graduate and undergraduate) Submitted by Sergio Palleroni This summer studio was conducted in collaboration with a consortium of public and private groups and was aimed at designing and building two prototype houses for single women and their children. In-depth climate and site research preceded design, and students returned to Sonora the following year to build the houses (to near completion). A follow-up visit by three students and one faculty assessed the completion process and results.

Texas A&M University, Department of Architecture ARCH 310 Site Planning and Design (graduate and undergraduate) Submitted by Robin Fran Abrams This is a one-semester interdisciplinary seminar team taught by a licensed architect, landscape architect, and urban planner (students of all three departments enroll). The course is taught with a “biophysical” perspective (beginning with Robert Thayer’s bioregional quiz in Grey World Green Heart). In 2005, the course had three parts: poetry of site, gaining an ecological understanding, and issues in sustainable site development. Discussions are framed in terms of sustainability in three frames: environmental, economic, and equity.

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136 Ecological Literacy in Architecture Education Report and Proposal

DEFINING SUSTAINABLE DESIGN

The AIA Committee on the Environment’s MEASURES OF SUSTAINABLE DESIGN AND PERFORMANCE METRICS

This set of 10 measures and supporting metrics is the foundation of the COTE Top Ten Green Projects, an annual awards program in its tenth year, and the basis of the COTE theory of sustainable design. COTE recognizes that great design includes environmental, technical, and aesthetic excellence. Stewardship, performance, and inspiration are essential and inseparable. Top Ten entrants are asked to provide narratives (maximum 200 words each) responding to specific categories and indicate an understanding of the connections between them, quantifying features when possible using the suggested metrics. While emphasis should be placed on measurable results whenever possible, the narrative format recognizes that qualitative goals are often subjective and therefore cannot always be evaluated quantitatively. The brief essays allow the entrants to describe in their own words how the project’s goals were pursued and achieved. Narrative and metrics should refer only to the final built project without regard to design measures that were not implemented. Selection favors beautifully designed solutions that exhibit an integration of natural systems and appropriate technology, verified through building systems modeling, analysis, and best practices. (Entrants also provide a description, key environmental features, project economics, and details about the process and results.)

Top Ten Measure 1: Sustainable Design Intent and Innovation

Narrative: Sustainable design embraces the ecological, economic, and social circumstances of a project. How did these circumstances drive the project’s design? How were they expressed? Describe the most important sustainable design ideas for your project as well as the specific circumstances or constraints that generated those ideas. (This should not be a list of sustainable design measures.) Describe any unique sustainable design innovations. How does the architectural expression demonstrate the sustainable design intent? How did the sustainable design effort lead to a better overall project design?

Top Ten Measure 2: Regional/Community Design and Connectivity

Narrative: Sustainable design recognizes the unique cultural and natural character of a given region. Describe how the design promotes regional and community identity and an appropriate sense of place. Describe how the project contributes to public space and community interaction. Does the project’s selected location reduce automobile travel from home, work, shopping, or other frequent destinations? Does the project make use of any alternative local or regional transportation strategies as well as successful efforts to reduce locally mandated parking requirements?

Metrics: Indicate percentage of the building population traveling to the site by public transit (bus, subway, light-rail or train), carpool, bicycle or on foot. Please indicate in the narrative whether there are company transportation policies and incentives, and efforts made to provide a quality experience for those using transportation alternatives (enhancements to bikeway or pedestrian streets, etc.)

AND: Divide the total number of parking spaces available by the total building population (occupants and visitors). Parking spaces that are dedicated to the building use but not part of the building project must be counted. Please indicate in narrative if project is

137 Ecology and Design successful in providing fewer parking spaces than zoning requirements through proactive measures.

Percent of building population using transit options other than the single occupancy vehicle: ______%

Number of parking spaces per person: ______

Top Ten Measure 3: Land Use and Site Ecology

Narrative: Sustainable design reveals how ecosystems can thrive in the presence of human development. Describe how the development of the project’s site responds to its ecological context. How does the site selection and design relate to ecosystems at different scales, from local to regional? How does the development of the immediate site and its buildings relate to a larger master plan and/or land use guidelines for the area?

Describe the landscape design and the creation, re-creation or preservation of open space, permeable groundscape, and/or on-site ecosystems. Briefly describe any strategies for habitat creation and regionally appropriate planting. (Water will be addressed elsewhere.)

Describe any density or land use assessments and objectives. Is the site rural, suburban or urban, brownfield or other previously developed land, infill or greenfield? (Or can its land use be best characterized in other terms?) How does the project address sustainable land use practices within its given context?

Top Ten Measure 4: Bioclimatic Design

Narrative: Sustainable design conserves natural resources and maximizes human comfort through an intimate connection with the natural flows and cycles of the surrounding bioclimatic region. Describe how the building responds to these conditions through passive design strategies. What are the most important issues to address for your climate and building type? Describe your site analysis and how the building footprint, section, orientation, and massing respond to this analysis and to regional and local climate conditions, the sun path, prevailing breezes, and seasonal and daily cycles. Discuss design strategies and energy conserving techniques that reduce or eliminate the need for active systems or mechanical solutions. Describe how passive ventilation and solar design strategies shaped the building.

Top Ten Measure 5: Light and Air

Narrative: Sustainable design creates and maintains a comfortable interior environment while providing abundant daylight and fresh air. Outline design strategies that create a healthful and productive indoor environment through daylighting, lighting design, ventilation, indoor air quality, view corridors, and personal control systems. Describe how the project’s design enhances connections between indoors and outdoors. Provide drawings or diagrams to illustrate these strategies.

Metrics: Identify the percentage of the total building area that uses daylight as the dominant light source during daylight hours (with electric lights off or dimmed below 20%). This calculation should include all areas of the building, including stairways, restrooms, corridors, etc. Identify the percentage of the total building area that can be adequately served by

138 Ecological Literacy in Architecture Education Report and Proposal natural ventilation (with all HVAC systems shutdown) for all or part of the year.

Percent of total building area that is daylit: ______

Percent of building that can be ventilated or cooled with operable windows: ______

Top Ten Measure 6: Water Cycle

Narrative: Water is an essential resource for all life on earth. Describe how building and site design strategies conserve water supplies, manage site water and drainage, and capitalize on renewable sources (such as precipitation) on the immediate site. Outline water- conserving landscape and building design strategies, as well as any water-conserving fixtures, appliances, and HVAC equipment. List water reuse strategies for rainwater, graywater, and/or wastewater.

Metrics: What percentage of precipitation from a typical (regularly occurring in spring/summer/fall) storm event falling on the site is retained and infiltrated/recharged on-site? Naturally occurring storm water flows due to topography and soils inherent to the pre-development conditions on the site (unaffected by development) can be deducted from this calculation.

AND: This calculation must include all water use inside and outside of the building (e.g., plumbing fixtures, appliances, HVAC equipment, landscape irrigation, etc.). Potable water is defined as water that is extracted from municipal supply, wells or irrigation ditches. Reclaimed graywater and harvested rainwater should not be deducted for this calculation, but note the percentage of reclaimed water used and note the source in the narrative. Please describe water conserving strategies used and projected water savings in the narrative.

AND: If wastewater is re-used on site, rather than discharged to municipal treatment systems or conventional septic systems, identify the portion of wastewater that is reused on site.

Precipitation managed on site: ______%

Total water used indoors: ______gal/yr

Total water used outdoors: ______gal/yr

Percent of total water from reclaimed sources. ___%

Percent wastewater reused on-site: ______%

Top Ten Measure 7: Energy Flows and Energy Future

Narrative: Good design of building mechanical and electrical systems and integration of those systems with passive design strategies is essential for conserving natural resources and improving building performance. Describe how the design of building systems contributes to energy conservation, reduces pollution, and improves building performance and comfort. Describe techniques for integrating these systems with other aspects of building design. Describe effective use of controls and technologies, efficient lighting strategies, and any on-site renewable energy systems.

Sustainable design carefully considers the long-term impact of current decisions in order to protect quality of life in the future. Describe how your project responds to the on-going

139 Ecology and Design reduction and possible loss of fossil fuels. Does the project employ or encourage alternative energy sources? Describe strategies to reduce peak electrical demand through design. programming, use patterns, equipment selection, HVAC / lighting controls, and on-site energy generation. Describe how the building or parts of the building could function in a blackout (operable windows and daylight / independent power for life-safety etc.).

Metrics: Use the Environmental Protection Agency’s (EPA) Energy Star Target Finder tool and enter your score here. (Note that a limited number of building types are available for this analysis.) Use actual utility meter or billing data whenever possible. Go to: www.energystar.gov/index.cfm?c=new_bldg_design.bus_target_finder

EPA Performance Rating ______

For residential projects, if you used the HERS rating system, enter your score here. Go to: www.energystar.gov/index.cfm?c=new_homes.hm_verification

HERS Performance Rating ______

Determine percentage of annual energy cost savings achieved with the design, as compared to a minimally code compliant base model. Use ASHRAE 90.1-2004, or the local code/standard, whichever is more stringent. Other, more stringent codes may be used as a baseline. However, the alternate code must be identified (including year of issue), and the calculation method (e.g., DOE-2 energy modeling, utility meter data, etc.) must be described. Also provide a PDF of the energy calculations (energy model summary, LEED energy sheet, Title 24 analysis, or other.) Use the Supplemental Narrative field below to provide details on your base case and energy model

Percent total energy savings: ______

Provide the requested detailed information to the extent possible. Note that total energy (consumption) includes all purchased and site generated energy, and refers to all related loads including HVAC, lighting, and plug loads. Square footage (sf) refers to gross square footage. Provide building “standard design” or “base case” from building energy model.

Case Base Actual Total annual energy: ______Btu/sf/yr

Total annual energy by fuel:

Electricity ______Btu/sf/yr

Natural Gas ______Btu/sf/yr

Other (Specify) ______Btu/sf/yr

Heating: ______Btu/sf/yr

Cooling (If Necessary): ______Btu/sf/yr

140 Ecological Literacy in Architecture Education Report and Proposal

Cooling capacity: ______sf/ton

Lighting Load Connected: ______W/sf

Lighting Load after Controls ______W/sf (estimate used in energy model):

Plug Load (estimate used in energy model): ______W/sf

AND: Identify peak electrical demand per net square footage of building area (subtract mechanical space and loading docks), and identify the extent to which you have reduced peak power demands through demand side management and renewable energy generation.

AND: What percentage of total annual energy usage for the facility is provided by on-site renewable energy sources? Identify the mix from the following list: PV, solar thermal, wind, micro-hydro, biomass (define) electricity, biomass thermal, geothermal, biogas (define), electricity, passive solar, others.

AND: What portion of the total annual energy usage for the facility is generated from grid supplied renewable sources that meet the Center for Resource Solutions (CRS) Green-E requirements? Please identify the sources used and the proportion from each source.

Base Case Design Case

Identify watt per net SF peak electricity demand ______W/sf

Percent on-site renewable energy generation ______

Percent grid-supplied renewable energy ______

Top Ten Measure 8: Materials and Construction

Narrative: The careful selection of materials and products can conserve resources, reduce impacts of harvesting, production, and transportation, improve building performance, and enhance occupant health and comfort. Describe the most important selection criteria, considerations, and constraints (such as optimizing health, durability, maintenance, and energy use, and/or reducing the impacts of extraction, manufacturing, and transportation) for materials or building assemblies for your project? What were the most important considerations in developing the building envelope? What were the most important material or building assembly decisions or selections (no more than 3) and how did they meet the criteria? Include consideration given to impacts on the environment over the full life cycle and the results of life cycle assessment if available. Describe any materials that are part of a "green lease" program. Describe construction waste reduction and any strategies to promote recycling during occupancy. (<200 words)

Top Ten Measure 9: Long Life, Loose Fit

Narrative: Sustainable design seeks to maximize ecological, social, and economic value over time. Describe how the project’s design creates enduring value through long-term

141 Ecology and Design flexibility and adaptability. Why is this project likely to continue thriving far into the future? Identify the anticipated service life of the project, and describe any components designed for disassembly. Describe materials, systems, and design solutions developed to enhance versatility, durability, and adaptive reuse potential. Describe efforts to “right size” the project and to reduce unnecessary square footage.

Top Ten Measure 10: Collective Wisdom and Feedback Loops. Narrative: Sustainable design recognizes that the most intelligent design strategies evolve over time through shared knowledge within a large community. Clearly and specifically describe how your design process enhanced the ultimate performance and success of the building. How did collaborative efforts between the design team, consultants, client, and community contribute to success?

What lessons were learned during the design, construction, and occupation of the building? If starting over today, how would your approach or emphasis change? Identify efforts to document and share these lessons with the larger community. Describe commissioning and any on-going monitoring of building performance and occupant satisfaction. How do (or will) these contribute to building performance, occupant satisfaction, or design of future projects? (<200 words)

142 Ecological Literacy in Architecture Education Report and Proposal

AIA COTE TOP TEN GREEN PROJECT AWARD RECIPIENTS

The AIA COTE Top Ten Green Project Awards have honored many leading efforts in sustainable design. Submissions are juried based on a series of measures of sustainable design (land use, site ecology, community design and connections, water use, energy performance, energy security, materials and construction, light and air, bioclimatic design, and issues of long life and loose fit) and supporting metrics of performance.

1997 William McDonough + Partners The ENSAR Group Inc. Susan Maxman Architects Burt Hill Kosar Rittelmann Associates Design Harmony Dougherty + Dougherty Croxton Collaborative Architects Donald Watson, FAIA Thompson Ventulett Stainback & Associates Innovative Design 1998 GreenVillage Co. WLC Architects Inc. Jones Studio Inc. Osborn Sharp Architects Thompson Ventulett Stainback & Associates Miller/Hull Partnership Pratt/Whitelaw Architects Inc. Hellmuth, Obata + Kassabaum Inc. Tanner Leddy Maytum Stacy Architects BSE International 1999 Conservation Consultants and Breen Building Services Denver Urban Renewal Authority and Affordable Housing Development Corporation Herbert S. Newman & Partners PC Stewart & Stewart, Rosser Babrap with Roger Preston + Partners BNIM Architects SHW Group Inc. Hellmuth, Obata + Kassabaum Inc. Gastinger Walker Harden Architects Van der Ryn Architects Mithun Partners Inc. 2000 Miller/Hull Partnership Matsuzaki Wright Architects Inc. Siegel & Strain Architects LHB Architects and Engineers Marc Rosenbaum PE

143 Ecology and Design

Overland Partners Stein White Architects L. Robert Kimball Associates LHB Architects and Engineers Hellmuth, Obata + Kassabaum Inc. 2001 Pei Cobb Freed & Partners Architects LLP Leger Wanaselja Architecture Marketplace Architects Architects: SmithGroup Mithun Architects + Designers + Planners Leddy Maytum Stacy Architects Hellmuth, Obata + Kassabaum Inc. L. D. Astorino Companies Jones & Jones Architects and Landscape Architects National Park Service, Denver Service Center 2002 Sarah Nettleton Architects Mithun Architects + Designers + Planners SMWM William McDonough + Partners Hellmuth, Obata + Kassabaum Inc. RDG Bussard Dikis Hellmuth, Obata + Kassabaum Inc. Siegel & Strain Architects CTG Energetics Tom Bender, Architect 2003 450 Architects Farr Associates Architecture and Urban Design Pugh Scarpa Kodama Susan Maxman & Partners Ltd. Miller|Hull Partnership LLP Integrated Architecture Arkin Tilt Architects Hellmuth, Obata + Kassabaum Inc. Randall Stout Architects Siegel & Strain Architects 2004 Cesar Pelli & Associates Busby + Associates Architects Esherick Homsey Dodge & Davis Behnisch, Behnisch & Partner Maya Lin Studio and Cybul & Cybul Architects Krueck & Sexton Architects Fields Devereaux Architects & Engineers Miller|Hull Partnership Robert A. M. Stern Architects

144 Ecological Literacy in Architecture Education Report and Proposal

William McDonough + Partners 2005 Arkin Tilt Architects Bohlin Cywinski Jackson Croxton Collaborative Architects and Gould Evans David Gardner Gannon Pope and Bruce Lindsey LZT Architects Mahlum Architects Mithun Architects + Designers + Planners Polshek Partnership Architects Rob Wellington Quigley

145 Ecology and Design

SBSE RETREAT PROBES THE INTEGRATION OF SUSTAINABLE DESIGN EDUCATION INTO BEGINNING DESIGN STUDIOS

Alex Wilson, executive editor of Environmental Building News, was a special guest at the 2005 SBSE retreat and provided this report: The June 2005 retreat of the Society of Building Science Educators (SBSE) in Savannah, Ga., tackled the question of how first-year design studio courses at architecture schools can more effectively integrate teaching about environmental design topics. Participants in this annual retreat listened to—and participated in—dynamic presentations by some of the leading thinkers in sustainable design education, including Mary Guzowski of the University of Minnesota, Mark DeKay of the University of Tennessee, Gary Coates of Kansas State University, author Ed Allen of Cambridge, Mass., Virgina Cartwright and John Reynolds of the University of Oregon, and Bruce Haglund of the University of Idaho. According to James Wasley, president of SBSE and associate professor of architecture at the University of Wisconsin-Milwaukee, the design studio is “the heart and soul” of an architecture student’s educational experience. He argues that addressing ecological literacy early on for design students “means that it will be part of the core, not layered on in later years.” This is not always the norm in architecture schools. Often, students aren’t exposed to environmental technology until the middle years of the curriculum. There seemed to be universal agreement among participants at the retreat that addressing environmental technology early on in the curriculum was critical. Strategies for doing that are widely varying, though, and much of the program illustrated those differences. Some professors described hands-on design exercises that capture students’ excitement and spawn their creativity at the outset. David Lee Smith, from the University of Cincinnati, for example, uses an involved design exercise in which each student creates a musical instrument out of a discarded appliance, to inspire creative thinking about design solutions in a way that is both engaging and fun. The success stories that were described at the retreat demonstrated the tremendous creativity that can be found at some of the nation’s leading architecture schools and left participants with a feeling of optimism that, at least at some architecture schools, we’re on the right track.

146 Ecological Literacy in Architecture Education Report and Proposal

WEB SURVEY REPORT

Part I: Prominent Themes Each course or program described by an architecture program as pertaining to sustainable design or ecological issues is identified to focus on one of the following: Site/Land, Studio, Daylighting, Energy Systems, Integrated Design Process, LEED, Materials and Community Involvement.

Part II: Curriculum Information by Program Each accredited architecture program in the United States is listed along with the following information: type of curriculum information available online, amount of curriculum information related to sustainable design, key courses related to ecological literacy, key programs related to ecological literacy, and key faculty members teaching ecological literacy. Further descriptions are included when necessary to explain a course or program.

Part III: Research Method Description of the questions, tools, and processes employed to execute this project.

147 Ecology and Design

Part I: Prominent Themes

The following abbreviations will be used for each of the Prominent Themes in Part II:

• SITE/LAND (S/L) • STUDIO (S) • DAYLIGHTING (D) • ENERGY SYSTEMS (E) • INTEGRATED DESIGN PROCESS (I) • LEED (L) • MATERIALS (M) • COMMUNITY INVOLVEMENT (CI) • OTHER (O)

The majority of courses and programs identified in this study were found to be related to Energy Systems. In addition, evidence showed that many programs offer some form of the Site/Land or Community Involvement approaches. Conversely, the more specific topics of Daylighting, Integrated Design Process, LEED and Materials did not prove to be consistantly evident in the curriculum information collected.

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Part II: Curriculum Information by Program

ANDREWS UNIVERSITY Information Available Online: course descriptions Amount of Sustainable Design Information: Mid Courses: Sustainable Design Studio (S) Environmental Technology II (E)

ARIZONA STATE UNIVERSITY Information Available Online: course descriptions Amount of Sustainable Design Information: High Courses: Building Systems I (E) Building Environmental Science (E) Daylighting Design (D) Passive Heating and Cooling (E) Building Energy Efficiency (E)

AUBURN UNIVERSITY Information Available Online: course bulletin/catalog Amount of Sustainable Design Information: Low Courses: Environmental Controls (E) Programs: Rural Studio (CI) Urban Studio (CI)

BALL STATE UNIVERSITY Information Available Online: course bulletin/catalog Amount of Sustainable Design Information: Mid Courses: Environmental Systems I (E) Programs: Center for Energy Research/Education/Service (CI) Clustered Academic Minors in Environmentally Sustainable Practices (O)

BOSTON ARCHITECTURAL CENTER Information Available Online: school catalog Amount of Sustainable Design Information: None Courses: Technology and Management sequence

CALIFORNIA COLLEGE OF THE ARTS Information Available Online: course descriptions Amount of Sustainable Design Information: Mid Courses: Building Technology: Environmental Control Systems (E)

CALIFORNIA POLYTECHNIC STATE UNIVERSITY Information Available Online: course descriptions Amount of Sustainable Design Information: High Courses: Environmental Control Systems I (E) Environmental Control Systems II (E) Climatic Determinants of Building Design (S/L) Programs: Sustainable Environments Minor (O) Renewable Energy Institute (E) Faculty: M. McDonald, AIA

CALIFORNIA STATE POLYTECHNIC UNIVERSITY, POMONA Information Available Online: course descriptions

149 Ecology and Design

Amount of Sustainable Design Information: Mid Courses: Environmental Controls (E) Energy Conservation (E) Solar Design Application in Architecture (E)

CARNEGIE MELLON UNIVERSITY Information Available Online: course descriptions Amount of Sustainable Design Information: High Courses: Materials & Assemblies (M) Architecture Design Studio: Site (S) Site Engineering, Foundations & Landscape (S/L) Environment I: Climate & Energy in Buildings (E) Environment II: Acoustics & Light (E) Environment III: Mechanical Systems (E) Architecture Design Studio: Systems Integration (S) Advanced Building Systems (I) Urban Design (S/L) Architectural Design in the Urban Context (S) Programs: Center for Building Performance Diagnostics (E) Faculty: V. Hartkopf, R.A., PhD, S. Lee, AIA, V. Loftness, FAIA, D. Lewis, FAIA

THE CATHOLIC UNIVERSITY OF AMERICA Information Available Online: required course listing Amount of Sustainable Design Information: None Courses: Environmental Design I & II

CITY COLLEGE OF CUNY Information Available Online: course descriptions Amount of Sustainable Design Information: Mid Courses: Construction Technology I (M)

CLEMSON UNIVERSITY Information Available Online: course descriptions Amount of Sustainable Design Information: Mid Courses: Collaborative Studio III (S) Architectural analysis and design problems focusing on understanding the context of architecture. Specific investigation of the relationship between buildings and the cityscape and landscape. Energy In Architecture (E)

COLUMBIA UNIVERSITY Information Available Online: course descriptions Amount of Sustainable Design Information: Low Courses: Enclosures & Environments I (E)

THE COOPER UNION Information Available Online: curriculum listing Amount of Sustainable Design Information: None Courses: Environmental Technology I & II

CORNELL UNIVERSITY Information Available Online: curriculum listing Amount of Sustainable Design Information: Mid Courses: Environmental Controls II: Mechanical and Passive Solar Systems (E)

150 Ecological Literacy in Architecture Education Report and Proposal

DREXEL UNIVERSITY Information Available Online: course descriptions Amount of Sustainable Design Information: Mid Courses: Studio 4-1 (S) Investigates the design relationship between the man-made and the natural environment in a study of large scale site design and building development in relation to natural forces. Studio 4-3 (S) Addresses architectural problems with specific environmental and site restraints and criteria. Issues of sustainable design will also be explored. Energy and Architecture (E)

DRURY UNIVERSITY Information Available Online: course descriptions Amount of Sustainable Design Information: Low Courses: Environmental Systems I (E) Environmental Systems II (E)

FLORIDA AGRICULTURAL AND MECHANICAL UNIVERSITY Information Available Online: course descriptions Amount of Sustainable Design Information: Mid Courses: Environmental Technology II (E) Vital Signs (I)

FLORIDA ATLANTIC UNIVERSITY Information Available Online: course descriptions Amount of Sustainable Design Information: Mid Courses: Site Planning & Engineering (S/L)

FLORIDA INTERNATIONAL UNIVERSITY Information Available Online: course descriptions Amount of Sustainable Design Information: Mid Courses: Design Theory (S/L) Graduate Design II (S) Programs: Southeast Environmental Research Center (CI)

FRANK LLOYD WRIGHT SCHOOL OF ARCHITECTURE Information Available Online: curriculum description Amount of Sustainable Design Information: High Courses: Site & Environmental Design Core Area (S/L)

GEORGIA INSTITUTE OF TECHNOLOGY Information Available Online: course descriptions Amount of Sustainable Design Information: High Courses: Environmental Systems & Design Integration I (E) Environmental Systems & Design Integration II (E) Construction Technology & Design Integration II (S/L)

HAMPTON UNIVERSITY Information Available Online: course descriptions Amount of Sustainable Design Information: Mid Courses: Architectural Ecology (S/L)

HARVARD UNIVERSITY

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Information Available Online: course descriptions Amount of Sustainable Design Information: Mid Courses: Environmental Technologies in Building: Climate & Thermal Behavior (E) Energy, Technology & Building (E) Faculty: M. Addington

HOWARD UNIVERSITY Information Available Online: course bulletin/catalog Amount of Sustainable Design Information: Mid Courses: Introduction to Environmental Systems I (E) Principles of Site Design (S/L)

ILLINOIS INSTITUTE OF TECHNOLOGY Information Available Online: course descriptions Amount of Sustainable Design Information: Mid Courses: Energy Conscious Design I & II (E)

IOWA STATE UNIVERSITY Information Available Online: cirriculum listing Amount of Sustainable Design Information: None Courses: Environmental Forces in Architecture

JUDSON COLLEGE Information Available Online: course bulletin/catalog Amount of Sustainable Design Information: Mid Courses: Environmental Technology I (S/L)

KANSAS STATE UNIVERSITY Information Available Online: course descriptions Amount of Sustainable Design Information: Mid Courses: Environmental Systems in Architecture I (E)

KENT STATE UNIVERSITY Information Available Online: course descriptions Amount of Sustainable Design Information: Mid Courses: Environmental Technology I (E) Environmental Technology III: The Secret Life of Builidngs (E)

LAWRENCE TECHNOLOGICAL UNIVERSITY Information Available Online: course descriptions Amount of Sustainable Design Information: High Courses: Environmental Systems I (E) Passive Solar Design Strategies (E) Allied Design Studio: Sustainable Architecture (S)

LOUISIANA STATE UNIVERSITY Information Available Online: curriculum listing Amount of Sustainable Design Information: None Courses: Environmental Control Systems

LOUISIANA TECH UNIVERSITY Information Available Online: course bulletin/catalog Amount of Sustainable Design Information: Mid

152 Ecological Literacy in Architecture Education Report and Proposal

Courses: Building Systems II (E) Architectural Design II (S)

MASSACHUSETTS INSTITUTE OF TECHNOLOGY Information Available Online: course descriptions Amount of Sustainable Design Information: High Courses: Building Technology Laboratory (E) Fundamentals of Energy in Buildings (E) Daylighting in Buildings (D) Programs: Alliance for Global Sustainability (CI) Faculty: L. Glicksman, M. Andersen

MIAMI UNIVERSITY Information Available Online: course descriptions Amount of Sustainable Design Information: Low Courses: Environmental Systems (E)

MISSISSIPPI STATE UNIVERSITY Information Available Online: course descriptions Amount of Sustainable Design Information: Mid Courses: Site Planning for Architects (S/L) Passive Building Systems (E)

MONTANA STATE UNIVERSITY Information Available Online: course bulletin/catalog Amount of Sustainable Design Information: Mid Courses: Issues in Sustainability (O) Environmental Controls I (E) Programs: Community Design Center (CI)

MORGAN STATE UNIVERSITY Information Available Online: course descriptions Amount of Sustainable Design Information: Low Courses: Architectural Technology III (E)

NEW JERSEY INSTITUTE OF TECHNOLOGY Information Available Online: curriculum description Amount of Sustainable Design Information: Mid Courses: Landscape Architecture (S/L)

NEWSCHOOL OF ARCHITECTURE Information Available Online: course bulletin/catalog Amount of Sustainable Design Information: Mid Courses: Energy Fundamentals (E)

NEW YORK INSTITUTE OF TECHNOLOGY Information Available Online: course bulletin/catalog Amount of Sustainable Design Information: Mid Courses: Site Planning (S/L) Landscape Design (S/L) Energy Conservation (E) Programs: Energy Management concentration (E)

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NORTH CAROLINA STATE UNIVERSITY Information Available Online: course descriptions Amount of Sustainable Design Information: Mid Courses: Ecological Design (O) Natural Systems and Architecture (E)

NORTH DAKOTA STATE UNIVERSITY Information Available Online: course bulletin/catalog Amount of Sustainable Design Information: Low Courses: Environmental Control Systems I (E)

NORTHEASTERN UNIVERSITY Information Available Online: course descriptions Amount of Sustainable Design Information: Low Courses: Environmental Systems (E)

NORWICH UNIVERSITY Information Available Online: course descriptions Amount of Sustainable Design Information: Mid Courses: Introduction to Passive Environmental Systems (E)

THE OHIO STATE UNIVERSITY Information Available Online: course descriptions Amount of Sustainable Design Information: Mid Courses: Passive Solar Energy I & II (E) Mechanical Systems in Architecture (E)

OKLAHOMA STATE UNIVERSITY Information Available Online: course bulletin/catalog Amount of Sustainable Design Information: Mid Courses: Environmental Control (E) Sustainability Issues in Architecture (O)

PARSONS SCHOOL OF DESIGN (Candidate School) Information Available Online: studio descriptions Amount of Sustainable Design Information: Low Courses: Architecture Design III: Land and Artifact (S)

THE PENNSYLVANIA STATE UNIVERSITY Information Available Online: curriculum description Amount of Sustainable Design Information: Low Courses: Architectural Environmental Control Systems (E)

PHILADELPHIA UNIVERSITY Information Available Online: undergraduate bulletin/catalog Amount of Sustainable Design Information: Mid Courses: Building Technology II (M) Environmental Controls II (E)

POLYTECHNIC UNIVERSITY OF PUERTO RICO Information Available Online: course descriptions Amount of Sustainable Design Information: (Mid) Courses: Site Planning (S/L)

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Advanced Design II (S)

PRAIRIE VIEW A&M UNIVERSITY Information Available Online: select course descriptions Amount of Sustainable Design Information: Low Courses: Environmental Systems (E) Programs: Community, Urban and Rural Enhancement Service (CI)

PRATT INSTITUTE Information Available Online: curriculum description Amount of Sustainable Design Information: Mid Courses: Site Design (S/L) Energy-Concious Architectural Design Applications (E)

PRINCETON UNIVERSITY Information Available Online: course descriptions Amount of Sustainable Design Information: Mid Courses: Energy and Form (E) Environmental Engineering of Buildings (E) Faculty: H. Brown; D. Nall; M. Raman

RENSSELAER POLYTECHNIC INSTITUTE Information Available Online: select course descriptions Amount of Sustainable Design Information: Mid Courses: Environmental Systems (E) Advanced Environmental Systems (E) Programs: The Lighting Research Center (D) Faculty: S. Van Dessel, W. Kroner

RHODE ISLAND SCHOOL OF DESIGN Information Available Online: course descriptions Amount of Sustainable Design Information: Mid Courses: Mechanical: HVAC & Plumbing (E) Faculty: D. Tidwell

RICE UNIVERSITY Information Available Online: curriculum listing Amount of Sustainable Design Information: Low Courses: Building Climatology (E)

ROGER WILLIAMS UNIVERSITY Information Available Online: course bulletin/catalog Amount of Sustainable Design Information: Mid Courses: Site and Environment (S/L) Sustainable Paradigms (O)

SAVANNAH COLLEGE OF ART AND DESIGN Information Available Online: course descriptions Amount of Sustainable Design Information: Mid Courses: Sustainable Design (O) Environmental Control I (E) Landscape Design (S/L)

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SOUTHERN CALIFORNIA INSTITUTE OF ARCHITECTURE Information Available Online: course descriptions Amount of Sustainable Design Information: Mid Courses: Hardtech: Intro to Environment and Climate (S/L) Hardtech: Smart, Sustainable, Emerging Technologies (I)

SOUTHERN POLYTECHNIC STATE UNIVERSITY Information Available Online: course descriptions Amount of Sustainable Design Information: Low Courses: Environmental Technology I (S/L) Environmental Technology II (E)

SOUTHERN UNIVERSITY AND A&M COLLEGE Information Available Online: course descriptions Amount of Sustainable Design Information: Low Courses: Environmental Control Systems (E) Site Planning and Landscape Architecture (S/L)

SYRACUSE UNIVERSITY Information Available Online: course bulletin/catalog Amount of Sustainable Design Information: Mid Courses: Building Systems Design I (E) Reading the Landscape (S/L) Programs: Community Design Center (CI)

TEMPLE UNIVERSITY Information Available Online: course descriptions Amount of Sustainable Design Information: Mid Courses: Site Investigations (S/L) Energy and Building Design (E) Programs: Vital Signs (E)

TEXAS A&M M UNIVERSITY Information Available Online: course descriptions Amount of Sustainable Design Information: High Courses: Energy Conservation in Residential Architecture (E) Energy & Architecture Design (E) Energy Optimization in Building Design (E) Environmental Control Systems (E) Programs: Energy Systems Laboratory (E) Day lighting and Energy Laboratory (D)

TEXAS TECH UNIVERSITY Information Available Online: curriculum listing Amount of Sustainable Design Information: Low Courses: Architecture Site Planning (S/L)

TULANE UNIVERSITY Information Available Online: course descriptions Amount of Sustainable Design Information: Mid Courses: Natural Landscape and Built Form (S/L) Structures/Technology III (E) Structures/Technology IV (E)

156 Ecological Literacy in Architecture Education Report and Proposal

Sustainability & Tectonics (M) Faculty: J. Klingman

TUSKEGEE UNIVERSITY Information Available Online: cirriculum description Amount of Sustainable Design Information: Low Programs: Solar Home

UNIVERSIDAD DE PUERTO RICO Information Available Online: course descriptions (in Spanish) Amount of Sustainable Design Information: Mid Courses: Tecnologia I (E) Tecnologia II (S/L)

UNIVERSITY AT BUFFALO Information Available Online: course descriptions Amount of Sustainable Design Information: Mid Courses: Landscape/Environment sequence (E)

UNIVERSITY OF ARKANSAS Information Available Online: course descriptions Amount of Sustainable Design Information: Mid Courses: Architectural Technology I, V & VI (E)

UNIVERSITY OF ARIZONA Information Available Online: course descriptions Amount of Sustainable Design Information: High Courses: Building Technology II (I) Building Technology III (E) Design Studio III: A Land Ethic (S) Programs: House Energy Doctor (CI)

UNIVERSITY OF CALIFORNIA, BERKELEY Information Available Online: course descriptions Amount of Sustainable Design Information: High Courses: Design for Sustainability (I) Natural Cooling and Sustainable Design (E) Introduction to Energy and Environmental Management (E) Diagnostics of Land Form, Settlement and Architecture (S/L)

UNIVERSITY OF CALIFORNIA, LOS ANGELES Information Available Online: curriculum listing Amount of Sustainable Design Information: Mid Courses: Building Climatology (E)

UNIVERSITY OF CINCINNATI Information Available Online: course descriptions Amount of Sustainable Design Information: Mid Courses: Environmental Technology I (E) Site Systems (S/L)

UNIVERSITY OF COLORADO Information Available Online: course descriptions

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Amount of Sustainable Design Information: High Courses: Design Studio II (S) Environmental Control Systems I (E) Solar & Sustainable Design (E)

UNIVERSITY OF DETROIT MERCY Information Available Online: curriculum listing Amount of Sustainable Design Information: Mid Courses: Building and Energy (E) Programs: Detroit Collaborative Design Center (CI)

UNIVERSITY OF FLORIDA Information Available Online: course descriptions Amount of Sustainable Design Information: Mid Courses: Environmental Technology I (E) Architecture, Energy & Ecology (E)

UNIVERSITY OF HARTFORD (Candidate School) Information Available Online: course bulletin/catalog Amount of Sustainable Design Information: Mid Courses: Site Planning & Development (S/L) Advanced Site Planning (S/L)

UNIVERSITY OF HAWAII AT MANOA Information Available Online: curriculum listing Amount of Sustainable Design Information: Mid Courses: Lighting, Power, Acoustical Systems (E) HVAC & Mechanical Systems (E) Programs: Asian-Pacific Center for Architecture (CI) Environmental Control Systems Laboratory Projects (E)

UNIVERSITY OF HOUSTON Information Available Online: course descriptions Amount of Sustainable Design Information: Mid Courses: Environmental Systems I & II (E)

UNIVERSITY OF IDAHO Information Available Online: course descriptions Amount of Sustainable Design Information: Mid Courses: Architectural Site Design (S/L) Environmental Control Systems (E) Programs: Idaho Urban Research & Design Center (CI)

UNIVERSITY OF ILLINOIS AT CHICAGO Information Available Online: course descriptions Amount of Sustainable Design Information: Mid Courses: Design and Environment (S/L) Architectural Technology concentration (E) Landscape Urbanism concentration (S/L) Programs: City Design Center (CI)

UNIVERSITY OF ILLINOIS, URBANA-CHAMPAIGN Information Available Online: curriculum listing

158 Ecological Literacy in Architecture Education Report and Proposal

Amount of Sustainable Design Information: High Courses: Architecture Design and the Landscape (S/L) Building Systems and Design Integration (I) Programs: East St. Louis Action Research Project (CI) Building Research Council (CI) CIVITAS Community Design Center (CI)

UNIVERSITY OF KANSAS Information Available Online: curriculum listing Amount of Sustainable Design Information: Mid Courses: Landscape Design (S/L)

UNIVERSITY OF KENTUCKY Information Available Online: course descriptions Amount of Sustainable Design Information: High Courses: Environmental Controls I (E) Environmental Controls II (E) Design Studio IV: Ecology and Context (S) Programs: Building Technology Concentration (E)

UNIVERSITY OF LOUISIANA AT LAFAYETTE Information Available Online: course descriptions Amount of Sustainable Design Information: Mid Courses: Natural Environmental Systems (E)

UNIVERSITY OF MARYLAND Information Available Online: course descriptions Amount of Sustainable Design Information: High Courses: Technology I (I) Solar Energy Applications for Buildings (E) Design and Energy (E) Programs: National Center for Smart Growth (CI)

UNIVERSITY OF MIAMI Information Available Online: course descriptions Amount of Sustainable Design Information: Mid Courses: Architecture and the Environment (S/L) Programs: Center for Urban and Community Design (CI)

UNIVERSITY OF MICHIGAN Information Available Online: course descriptions Amount of Sustainable Design Information: Mid Courses: Environmental Technology I (E) Intro to Urban and Environmental Planning (S/L) Building Ecology (I)

UNIVERSITY OF MINNESOTA Information Available Online: curriculum listing Amount of Sustainable Design Information: Mid Courses: Environmental Technology I (E) Environmental and Material Forces in Architecture (E) Programs: Center for Sustainable Building Research (CI)

159 Ecology and Design

UNIVERSITY OF NEBRASKA - LINCOLN Information Available Online: curriculum listing Amount of Sustainable Design Information: Mid Courses: Arch Design: Ecological Context (S) Day lighting and Energy (D)

UNIVERSITY OF NEVADA, LAS VEGAS Information Available Online: course bulletin/catalog Amount of Sustainable Design Information: Mid Courses: Design With Climate (E) Solar Energy Applications in Architecture (E)

UNIVERSITY OF NEW MEXICO Information Available Online: course descriptions Amount of Sustainable Design Information: Mid Courses: Site/Environment (S/L) Environmental Controls I (E) Programs: Design and Planning Assistance Center (CI)

UNIVERSITY OF NORTH CAROLINA — CHARLOTTE Information Available Online: curriculum listing Amount of Sustainable Design Information: Low Courses: Environmental Control Systems (E) Architectural Technology concentration (E) Programs: Charlotte Community Design Studio (CI)

UNIVERSITY OF NOTRE DAME Information Available Online: course bulletin/catalog Amount of Sustainable Design Information: Mid Courses: Environmental Systems (E) Environmental Studies (I) Programs: Downtown Design Center (CI) Faculty: Crowe, DeFrees

UNIVERSITY OF OKLAHOMA Information Available Online: course descriptions Amount of Sustainable Design Information: High Courses: Architecture and the Environment (S/L) Environmental Controls I (E) Architectural Design/Environmental Factors (I) Theory of Sustainability (O) Sustainable Technology (E) Programs: Graduate program with focus on "Sustainability and Regional Response" (O)

UNIVERSITY OF OREGON Information Available Online: course descriptions Amount of Sustainable Design Information: High Courses: Climate Analysis for Design (E) Environmental Control Systems I (E) Environmental Architecture (I) Passive Cooling (E) Solar Heating (E)

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Daylighting (D) Programs: Ecological Design Center (student group) (O) Energy Studies in Buildings Laboratory (E) Materials Resource Center (M)

UNIVERSITY OF PENNSYLVANIA Information Available Online: course descriptions Amount of Sustainable Design Information: Low Courses: Environmental Systems I (E)

UNIVERSITY OF SOUTH FLORIDA Information Available Online: course bulletin/catalog Amount of Sustainable Design Information: Mid Courses: Environmental Technology (E) Programs: Florida Center for Community Design and Research (CI)

UNIVERSITY OF SOUTHERN CALIFORNIA Information Available Online: course descriptions Amount of Sustainable Design Information: Mid Courses: Design for the Thermal and Atmospheric Environment (E)

THE UNIVERSITY OF TENNESSEE Information Available Online: curriculum listing, elective course descriptions Amount of Sustainable Design Information: Mid Courses: Environmental Control Systems (E) Green Design (O) Building Energy Analysis (E)

UNIVERSITY OF TEXAS AT ARLINGTON Information Available Online: course descriptions Amount of Sustainable Design Information: Mid Courses: Environmental Control Systems II (E) Energy Use and Conservation in Architecture (E)

UNIVERSITY OF TEXAS AT AUSTIN Information Available Online: course descriptions Amount of Sustainable Design Information: High Courses: Environmental Controls I (E) Environmental Controls II (E) Advanced Design: Climate, Site Design (S) Programs: Center for Sustainable Development (CI)

UNIVERSITY OF TEXAS AT SAN ANTONIO Information Available Online: curriculum listing Amount of Sustainable Design Information: Low Courses: Construction Materials and Sustainable Technology (M) Environmental Systems I (E)

UNIVERSITY OF UTAH Information Available Online: course bulletin/catalog Amount of Sustainable Design Information: Mid Courses: Environmental Controls I (E) Environmental Contorls II (E)

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Advanced Technology: Sustainable Design (I)

UNIVERSITY OF VIRGINIA Information Available Online: select course descriptions Amount of Sustainable Design Information: High Courses: Building & Climate (E) Buildings & Climate (E) Environmental Control Systems & Lighting (E) Programs: Institute for Environmental Negotiation (CI) Faculty: W. Sherman

UNIVERSITY OF WASHINGTON Information Available Online: course descriptions Amount of Sustainable Design Information: Mid Courses: Passive Environmental Control Systems (E) Environmental Control Principles (E)

UNIVERSITY OF WISCONSIN - MILWAUKEE Information Available Online: course descriptions Amount of Sustainable Design Information: High Courses: Architecture and Environmental Response (E) Landscape Architecture (S/L) Sustainable Architecture Studio (S) Green Building Design (I) Programs: Milwaukee Idea Home (CI)

VIRGINIA POLYTECHNIC INSTITUTE AND STATE UNIVERSITY Information Available Online: course descriptions Amount of Sustainable Design Information: Mid Courses: Environment & Building Systems (I) Building Environmental Systems (E) Programs: Environmental Systems Laboratory & Research and Demonstration Facility (CI)

WASHINGTON STATE UNIVERSITY Information Available Online: course descriptions Amount of Sustainable Design Information: Mid Courses: Site and Landscape Design (S/L)

WASHINGTON UNIVERSITY in St. LOUIS Information Available Online: course descriptions Amount of Sustainable Design Information: Mid Courses: Site Planning (S/L) Programs: Metropolitan Research and Design Center (CI)

WENTWORTH INSTITUTE OF TECHNOLOGY Information Available Online: course bulletin/catalog Amount of Sustainable Design Information: Mid Courses: Site Planning & Landscape (S/L) Site Engineering & Planning (S/L) Materials and Methods in Sustainable Design (M)

WOODBURY UNIVERSITY Information Available Online: curriculum listing

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Amount of Sustainable Design Information: Mid Courses: Design Studio 2B: Site Orders (S) Environmental Systems (E) Programs: Hollywood Center for Community Research and Design (CI)

YALE UNIVERSITY Information Available Online: course descriptions Amount of Sustainable Design Information: Mid Courses: Environmental Systems in Buildings (E) Simulation and High Performance Green Design (E) Programs: Yale Building Project (CI)

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Part III: Research Method

Surveyed web sites of all 115 accredited (and candidate) architecture programs in the United States. This investigation was first executed by visiting the home page of each specific program directly. If more information was necessary after this initial query, the home page of the entire institution was used as a starting point to search for a course catalog or other administrative tool with useful curriculum information.

Compiled spreadsheet of all attainable information for each program including: type of curriculum information available online, key courses, key programs and key faculty members. In general, courses and programs were identified to some degree, while names of key faculty members were less commonly found online.

After the full survey was complete, executed analysis of the information collected. The objective of this analysis was to investigate the following questions: • What level of information on sustainable design does the program offer online? • What are the predominant themes across the curriculum information related to sustainable design?

Using both quantitative and qualitative curriculum information, rated the amount of sustainable design information provided by each program. To rate programs, the following guidelines were employed: None No information about sustainable design is stated or can be inferred by the curriculum information provided. Low Information about programs or courses may imply issues of sustainable design without stating these concepts directly. Mid Information about one to three programs or courses state issues of sustainable design directly. High Information about three or more programs or courses state issues of sustainable design directly.

Among the programs identified as providing a Low, Mid or High amount of sustainable design information within the curriculum, identified predominant themes across the information. The categories of Site/Land, Studio, Daylighting, Energy Systems, Integrated Design Process, LEED, Materials, and Community Involvement were identified and curriculum information was used to match each course to the appropriate grouping.

164 Ecological Literacy in Architecture Education Report and Proposal

TEACHING DESIGN THAT GOES FROM CRADLE TO CRADLE

By William McDonough, FAIA

Editor’s note: This article originally appeared in the July 23, 2004, issue of the Chronicle of Higher Education. It is reprinted here with permission.

Each year American colleges and universities hand out design degrees by the thousands. Credentials in hand, an army of young architects and urban planners, engineers, and product designers enter the job market and, with a little luck, begin to practice their professions. But what exactly is the “system” within which they are practicing? Have their college educations prepared them to be the designers of the 21st-century world?

These are not merely academic questions. Designers create the human environment. They make the objects we use, the places we live and work, our modes of communication and mobility. Simply put, design matters. And at a moment in our history when the scientific community has warned of some technologies' negative consequences—global warming, water pollution, the loss of biodiversity and natural resources—designers have a crucial role to play in the creation of a more just, healthful, and sustainable world.

Our colleges, by and large, are not preparing design students for that challenge. While design for sustainability is increasingly seen as an important element of both basic and specialized courses, we still have a long way to go. Consider, for example, the 2003 Metropolis magazine survey of more than 350 deans, department chairs, and professors on the relevance of sustainability to design education. Although 67 percent of the respondents strongly agreed that sustainability is relevant to their design curricula, only 14 percent said their institutions were developing programs to educate their instructors about sustainable design. When asked how many graduate courses their department offered that included considerations of sustainability, 28 percent said none and 45 percent said they didn't know.

That lack of focus on sustainability, of course, has a profound impact on professional practice. A separate Metropolis survey of practicing design professionals, conducted in 2002, found that 70 percent did not feel equipped to do a sustainable-design job.

The impact on our world is profound, as well. Instead of designs for buildings and products and manufacturing systems that effectively use energy and resources and generate a wealth of positive environmental, economic, and social effects, we get designs that reiterate the "take, make, and waste" sensibility of conventional industry. Instead of safe, healthful materials designed for many lifecycles, we get toxic materials designed for a one-way trip to the landfill or incinerator. In short, conventional design tends to diminish the long-term health of human culture and the natural world on which it depends.

We can do much better.

The first step is to define sustainability and good design more clearly. What is it that we intend to teach young architects when we teach them about sustainable design? Typically, sustainability is used as a descriptive term for a range of cultural responses to the environmental and social impacts of economic growth. It is often defined as “development that meets the needs of the present without compromising the ability of future generations to meet their own needs.”

Sustainable design puts that sensibility into practice. Many approaches to “sustainable”

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architecture, for example, focus primarily on outlining strategies for building systems that make efficient use of energy and materials. Sustainable land planning and site design emphasize an environmentally responsive use of vegetation, water, and other natural systems. Yet while those strategies represent a marked improvement over conventional practice, they most often rely on minimizing human impact on the environment, striving only to be “less bad.”

And “less bad” is not good enough for our young designers. A reductive approach to design may allow architects and manufacturers to use fewer resources, produce less waste, and minimize toxic emissions, but it does not change the fundamental design paradigm. As a result, many so- called “sustainable” technologies use energy and materials within a conventional, cradle-to-grave system. Although they dilute pollution and slow the loss of natural resources, they don't deal with the design flaws that create waste and toxic products in the first place.

Thankfully, sustainable design is not limited to simply trying to be more efficient. A new approach offers a clear alternative: an ecologically intelligent framework in which the safe, regenerative productivity of nature provides models for wholly positive human designs. Within that framework, every material is designed to provide a wide spectrum of renewable assets. After a useful life as a healthful product, such cradle-to-cradle materials (as opposed to materials designed for a one-way trip from cradle to grave) either replenish the earth with biodegradable matter or supply high-quality resources for the next generation of products. When materials and products are created specifically for use within these closed-loop cycles—the flow of biological materials through nature's cycles and the circulation of industrial materials from producer to customer to producer—businesses can realize both enormous short-term growth and enduring prosperity. As well, we can begin to redesign the very foundations of architecture and industry, creating systems that purify air, land, and water; use current solar income and generate no toxic waste; and use only safe, healthful, regenerative materials. The benefits would enhance all life.

Such a positive agenda can redefine design education. Rather than teach architecture students and designers how to reduce the impact of their work to meet today's environmental standards, we should inspire them with an altogether different assignment: Design industrial and architectural systems for the 21st century that

• introduce no hazardous materials into the air, water, and soil • measure prosperity by how much we enhance the positive effects of the human footprint • measure productivity by how many people are gainfully and meaningfully employed • measure progress by how many buildings have no smokestacks or dangerous effluents • do not require regulations whose purpose is to stop us from killing ourselves too quickly • produce nothing that will require future generations to maintain constant vigilance • generate more energy than they consume • make every building a life-support system • celebrate the abundance of biological and cultural diversity and renewable energy

Colleges need to support students who engage in this revolutionary design assignment in the classroom. In the 1970s, when green architecture began to emerge in response to the energy crisis, most design students interested in creating solar-powered buildings found themselves working with faculty members who didn't understand—and didn't want to understand—the principles of ecologically intelligent design. In fact, one of my professors at Yale University, an architect well known for his sophisticated Modernist designs, went as far as to say that “solar energy has nothing to do with architecture.”

Vitruvius would have disagreed. The Roman master's encyclopedic treatise on architecture,

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hugely influential in ancient times and again in the Renaissance, contained whole chapters on the profound significance of the sun's movement in relation to the location of rooms, the size of apertures, thermal mass, and so on. A building insensitive to the movement of the sun would have left Vitruvius aghast.

But not the Modernists. Indeed, my professor's rebuttal suggests just how far the Modernist project had divorced architecture from place and from the past. Following Le Corbusier, the Modernist ideal was “one single building for all nations and climates.” The house was to be “a machine for living in.” No need to understand local energy flows in that paradigm; just add fossil fuels. Style, too, was fiercely ideological, defined by the Bauhaus maxim, “Less is more.” Energetically applied, the “less is more” lens had a clarifying effect on architectural theory and practice, but as it calcified into academic rhetoric, its effect in the classroom was ultimately chilling.

And so architecture students, their ideas dismissed by their teachers, often graduated and began to practice ecological design without a suitable aesthetic foundation. The results were less than handsome. Architects who designed solar-powered buildings typically delivered machines for living in with solar collectors on the roof. The devices were crude and utilitarian, and they did not really change the basic Modernist approach: same materials, same generally insensitive relationship to place and history, same ecological illiteracy.

The architecture critic Nikolaus Pevsner wrote that “a bicycle shed is a building” while a cathedral is “architecture.” The new solar buildings in the 1970s were seen as bicycle sheds, and, in fact, they were. That cast a shadow over ecological design for years, which meant our colleges were not blessed with a new generation of faculty members capable of helping students pursue aesthetically rich designs that also express ecological intelligence.

The situation has begun to change. It is worth noting that even though only 14 percent of the design educators responding to the Metropolis survey said their colleges were developing sustainable-design curricula for instructors, 67 percent saw the relevance of sustainability to design education. Even 10 years ago that number would have been considerably smaller.

Moreover, the work of prominent architects is now demonstrating that ecological design and aesthetic excellence create a wonderful synergy. Consider Norman Foster's designs for the Commerzbank Tower, in Frankfurt; the Reichstag, in Berlin; and London's new city hall, all of which combine a formally rich design sensibility with a keen sensitivity to the larger ecological context of architecture. As The New York Times has reported, for decades Foster has been "mining the expressive potential of low-energy construction" to create buildings "as elegant as any in the world."

In the Commerzbank Tower, Foster created a 60-story atrium at the center of the building and built multistory sky gardens, replacing air-conditioning with natural ventilation. The Reichstag's domed assembly hall is also naturally ventilated, and its three-story mirrored sun reflector sends light down into the Bundestag. The spherical shape of London's city hall reduces the buildup of solar heat, keeping the building cool with far less energy than most structures of its size would require. As described in the Times, it should put to rest any lingering notion that an ecologically intelligent building is destined to be a bicycle shed: "In the gorgeous Assembly Chamber, an oculus of unusually transparent water-white glass (regular glass has a slight greenish tint) opens the chamber northward through a diagonal fretwork of tubular-steel supports to a splendid vista of the Tower of London and London Bridge. The room is bathed in light as limpid and serene as a Vermeer painting. (This is also part of the low-energy scheme: the Assembly need switch on the

167 Ecology and Design lights only for nighttime and televised events.)"

Now when students express interest in ecological design, not only is there no reasonable argument for dismissing their enthusiasm, but also there are inspiring examples that they can emulate.

But while that is a salutary change in the general atmosphere of design education, it is not enough to power a true transformation. The creativity unleashed by our new design assignment—which is really a lifetime design assignment—can be sustained in the classroom only when the classroom itself embodies the same values. As David W. Orr, professor and chair of the environmental- studies program at Oberlin College, has pointed out, architecture always serves a pedagogical function: The design of buildings teaches and reinforces how we use resources, how we relate to nature, and what our culture values. It is absurd, he believes, to teach young people about the world—especially young people interested in intelligently redesigning the world in buildings that devour fossil fuels, have no relationship to their surroundings, are generally uncomfortable and uninspiring, and express ignorance of how nature works.

To redress the shortcomings of the contemporary classroom, Orr worked with my architecture firm, William McDonough + Partners, to design the Adam Joseph Lewis Center for Environmental Studies at Oberlin, which teaches ecological intelligence rather than ecological illiteracy. Drawing the bulk of its power from solar energy, the Lewis Center already has exceedingly low energy demands, and with additional solar panels it may one day produce more energy than it needs to operate. Its other sustainable-design features include geothermal wells, for heating and cooling; daylight and fresh-air delivery throughout; an extended botanical garden that recovers nutrients from circulating water on-site; and a landscape that offers gathering spaces, instructional gardens and orchards, and a newly planted grove of native trees that has begun re- establishing the habitat of the building's location.

The building and its classrooms provide opportunities for learning how nature and human industry can work together, the foundation of ecological literacy. Perhaps the most moving lesson that the building imparts is that the human presence in the landscape can be regenerative. Not simply benign or less bad, but positive, vital, and good. That is not a rhetorical lesson. At Oberlin habits of mind grow out of daily interactions with wind, water, soil, and trees as well as the workings of experimental building and energy systems. Those habits become the skills and knowledge that inform intelligent design.

Learning like this can be integrated into the curricula of many disciplines. Chemists aware of the concerns of sustainability can master the skills necessary to assess the environmental health and safety of industrial and architectural materials. "Green" engineers, who are employed throughout the sustainable-design process, can garner the technical know-how to develop an array of sustainable systems, from solar-collection technology to chemical-recycling processes that allow the reuse of valuable materials. MBA students who understand the value of design for the “triple top line”—the creation of ecological, economic, and social value through cradle-to-cradle product development—will generate extraordinary value for shareholders of the companies they go on to lead.

Although it will take time for colleges to change the way they construct buildings, they can begin now to revamp curricula so that they reflect the interdisciplinary values of a sustainable world. When young professionals knowledgeable about good sustainable design begin to practice, they can change the nature of “the possible.” Ten years ago if a young architect walked into a firm and said, “I think we can build a green roof,” he would have met considerable resistance; there wasn't

168 Ecological Literacy in Architecture Education Report and Proposal a single green roof in North America. Now, however, thousands of architects have seen the multiple successful examples that have not only met budget and time restrictions but have also created a new way of thinking about the relationship between building and landscape. At Ford Motor Company's revitalized River Rouge Manufacturing Center, for example, the Dearborn Truck Plant has a 10.5-acre green habitat on its roof, which effectively filters storm-water runoff and saved millions of dollars in construction costs alone. When a young architect suggests a green roof today, his superiors know that some of the smartest firms are creating successful, cost- effective versions of the same thing.

The very purpose and nature of learning should evolve from what is largely a celebration of human intelligence toward a sensibility that seeks to replace dominion over nature with a more fulfilling relationship between humanity and the natural world. This movement away from simple stewardship and toward a sense of kinship with life—what the biologist E. O. Wilson calls biophilia—is a source of creativity and deep learning. We also find that human beings are profoundly affected for the better by the life-sustaining systems that this design agenda creates.

Our educational institutions, inasmuch as they support and nurture this new sensibility, can be home to the flowering of a 21st century that becomes known for prosperity, beauty, and growth. To achieve a sustaining world, the design assignment for our students in all disciplines could be the same: Seek a delightfully diverse, safe, healthy, and just world with clean air, water, soil, and energy that is economically, equitably, ecologically, and elegantly enjoyed.

William McDonough, FAIA, is founding principal of William McDonough + Partners in Charlottesville, Va., and a professor of business administration at the University of Virginia, where he is a former dean of the School of Architecture. He is also a professor at large at Cornell University.

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