Journal of Performance of Constructed Facilities, 2003
... sustainability knowledge into the built environment: An assessment of current approaches. 19... more ... sustainability knowledge into the built environment: An assessment of current approaches. 1998 IERC Conf. Proc. Kobet, R., Powers, W., Lee, S., Mondor, C., and Mondor, M. (1999). Commonwealth of Pennsylvania guidelines for creating high performance green buildings, ...
Sustainable development challenges institutions at every level, from global to local, to create n... more Sustainable development challenges institutions at every level, from global to local, to create new avenues for the development, design, production, marketing, delivery, and disposal of products, goods, and services, and for the use of natural resources. At the basis of the vision of sustainable development is a new paradigm of economic growth in harmony with the environment, which requires the education of engineers, technological professionals, and decision/policy makers with an integrated view of technologies and their applications, and sensitivity to the complexity and diversity of the cultural, natural, and societal environment. As a direct response to this challenge and need, the Georgia Institute of Technology implemented in recent years an institute-wide multi-disciplinary curriculum development effort for sustainable development and technology, funded by the GE Fund and the National Science Foundation. Building on the results of this initiative, faculty in the Construction Engineering and Management (CEM) Program in the School of Civil and Environmental Engineering (CEE) at GT has been developing and teaching, over the last six years, a course for undergraduate and graduate students on Sustainable Design and Construction. This course focuses on preparing the future generation of civil engineers, and more specifically, of construction engineering and management professionals, to work toward achieving Built Environment Sustainability (BES). This paper provides a description of the evolution and current status of this course, and of the lessons learned. Sustainable development challenges institutions at every level, from global to local, to create new avenues for the development, design, production, marketing, delivery, and disposal of products, goods, and services, and for the use of natural resources. At the basis of the vision of sustainable development is a new paradigm of economic growth in harmony with the environment, which requires the education of engineers, technological professionals, and decision/policy makers with an integrated view of technologies and their applications , and sensitivity to the complexity and diversity of the cultural, natural, and societal environment. Consequently, engineering education must instill in its students an early respect and ethical awareness for sustainable development, including an understanding and appreciation of cultural and social characteristics and differences among various world communities. In addition, students need to acquire the analytical tools to assess risks and impacts, to perform life cycle analyses, and to solve technical pr oblems, cognizant of and taking into consideration the economic, socio -political and environmental implications. In 1993, the American Association of Engineering Societies (AAES) suggested a conceptual framework for the role of engineers in sustainable development based on six principles (AAES 1993). First, engineers must be trained and engaged more actively in political, economic, technical and social discussions and processes to help set a new direction for the world and its development. Second, engineers need to use environmentally sensitive and responsive economic tools, in order to integrate environment and social conditions into market economics. Third, in planning for sustainable economic development, engineering should become a unifying, not a partit ioning, discipline. Engineers need to look at systems as a whole, as opposed to looking at fragmented or single parts. Fourth, engineers and scientists must work together to adapt existing technologies and create and disseminate new technologies that will facilitate the practice of sustainable engineering, meet societal needs, improve resource use (including energy resources) and minimize waste generation. Fifth, the
A growing body of research in evidence-based design (EBD) demonstrates that elements of the physi... more A growing body of research in evidence-based design (EBD) demonstrates that elements of the physical environment correlate with health-related outcomes. This has prompted hospitals across the country to recommend that the architects and designers they hire have demonstrated experience in EBD; that they know both how to apply existing EBD studies and conduct and publish their own research. As a result, healthcare design-based firms have responded by hiring researchers trained in a doctoral program. With titles like ''Director of Research,'' these individuals are advancing the awareness and appropriate application of research findings, as well as contributing original, empirical studies to the field of EBD. These researchers may also conduct postoccupancy evaluations and provide education, both internally and externally. Initiating a research unit within a design firm is no easy task, and requires skills above and beyond being a solid researcher. This role is ideal for the person who wants to keep one foot in academia, but is less interested in pursuing a tenure-track position. Only a small percentage of design firms have doctoral-level researchers on staff. Ultimately, the fate of in-house researchers rests on their ability to add value to the firm-to spur innovative design solutions, to increase the firm's credibility, and to help win work.
Journal of Performance of Constructed Facilities, 2003
... sustainability knowledge into the built environment: An assessment of current approaches. 19... more ... sustainability knowledge into the built environment: An assessment of current approaches. 1998 IERC Conf. Proc. Kobet, R., Powers, W., Lee, S., Mondor, C., and Mondor, M. (1999). Commonwealth of Pennsylvania guidelines for creating high performance green buildings, ...
Sustainable development challenges institutions at every level, from global to local, to create n... more Sustainable development challenges institutions at every level, from global to local, to create new avenues for the development, design, production, marketing, delivery, and disposal of products, goods, and services, and for the use of natural resources. At the basis of the vision of sustainable development is a new paradigm of economic growth in harmony with the environment, which requires the education of engineers, technological professionals, and decision/policy makers with an integrated view of technologies and their applications, and sensitivity to the complexity and diversity of the cultural, natural, and societal environment. As a direct response to this challenge and need, the Georgia Institute of Technology implemented in recent years an institute-wide multi-disciplinary curriculum development effort for sustainable development and technology, funded by the GE Fund and the National Science Foundation. Building on the results of this initiative, faculty in the Construction Engineering and Management (CEM) Program in the School of Civil and Environmental Engineering (CEE) at GT has been developing and teaching, over the last six years, a course for undergraduate and graduate students on Sustainable Design and Construction. This course focuses on preparing the future generation of civil engineers, and more specifically, of construction engineering and management professionals, to work toward achieving Built Environment Sustainability (BES). This paper provides a description of the evolution and current status of this course, and of the lessons learned. Sustainable development challenges institutions at every level, from global to local, to create new avenues for the development, design, production, marketing, delivery, and disposal of products, goods, and services, and for the use of natural resources. At the basis of the vision of sustainable development is a new paradigm of economic growth in harmony with the environment, which requires the education of engineers, technological professionals, and decision/policy makers with an integrated view of technologies and their applications , and sensitivity to the complexity and diversity of the cultural, natural, and societal environment. Consequently, engineering education must instill in its students an early respect and ethical awareness for sustainable development, including an understanding and appreciation of cultural and social characteristics and differences among various world communities. In addition, students need to acquire the analytical tools to assess risks and impacts, to perform life cycle analyses, and to solve technical pr oblems, cognizant of and taking into consideration the economic, socio -political and environmental implications. In 1993, the American Association of Engineering Societies (AAES) suggested a conceptual framework for the role of engineers in sustainable development based on six principles (AAES 1993). First, engineers must be trained and engaged more actively in political, economic, technical and social discussions and processes to help set a new direction for the world and its development. Second, engineers need to use environmentally sensitive and responsive economic tools, in order to integrate environment and social conditions into market economics. Third, in planning for sustainable economic development, engineering should become a unifying, not a partit ioning, discipline. Engineers need to look at systems as a whole, as opposed to looking at fragmented or single parts. Fourth, engineers and scientists must work together to adapt existing technologies and create and disseminate new technologies that will facilitate the practice of sustainable engineering, meet societal needs, improve resource use (including energy resources) and minimize waste generation. Fifth, the
A growing body of research in evidence-based design (EBD) demonstrates that elements of the physi... more A growing body of research in evidence-based design (EBD) demonstrates that elements of the physical environment correlate with health-related outcomes. This has prompted hospitals across the country to recommend that the architects and designers they hire have demonstrated experience in EBD; that they know both how to apply existing EBD studies and conduct and publish their own research. As a result, healthcare design-based firms have responded by hiring researchers trained in a doctoral program. With titles like ''Director of Research,'' these individuals are advancing the awareness and appropriate application of research findings, as well as contributing original, empirical studies to the field of EBD. These researchers may also conduct postoccupancy evaluations and provide education, both internally and externally. Initiating a research unit within a design firm is no easy task, and requires skills above and beyond being a solid researcher. This role is ideal for the person who wants to keep one foot in academia, but is less interested in pursuing a tenure-track position. Only a small percentage of design firms have doctoral-level researchers on staff. Ultimately, the fate of in-house researchers rests on their ability to add value to the firm-to spur innovative design solutions, to increase the firm's credibility, and to help win work.
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