e-journal

Environmentally conscious design – educating future architects

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Purpose – This paper aims to examine how US architectural programs are addressing
environmental imperatives through curricular-based initiatives. It offers a brief overview of how
environmentally conscious design education has evolved and compares curricular approaches to
social, aesthetic, and technical sustainability education from six architecture programs considered to
be national leaders in sustainability education.
Design/methodology/approach – Views from leading architectural programs on sustainable
education were compiled and assessed leading to a curricular study of course and degree offerings.
Findings – It was found that four consistent approaches to undergraduate sustainable design
education are being promoted: core value: all course content addresses sustainable design;
systems-focused: support courses fulfill needs for sustainable education; choice: sustainable education
is through student selection of courses offerings; and specialization: sustainable education is a
specialty endeavor mainly at the graduate level and in concert with centers or institutes. A new
“composite” approach to sustainable design education is outlined.
Research limitations/implications – Conclusions about architectural curricula were drawn
from the assessment of a limited number of representative programs. The findings demonstrate that a
technical-course based approach fromthe specialist perspective still dominates most architecture programs.
Practical implications – The paper contributes to discourse on sustainability by examining how
leading US architectural programs are currently addressing environmental imperatives through
curricular-based initiatives.
Social implications – This paper concludes that a culturally based approach from a generalist
perspective which encompasses systems knowledge and interactions among many disciplines is
needed in design education.
Originality/value – Beyond architecture, the findings will be useful to many disciplinary domains
considering the transition to a stronger, more fully integrated, environmentally focused curriculum.

Keywords Education, Curriculum, Architecture, Environmentally conscious design, Sustainable design

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Ketersediaan

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Informasi Detail

Judul Seri

International Journal of Sustainability in Higher Education

No. Panggil

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Penerbit

: Emerald Group., 2013

Deskripsi Fisik

International Journal of Sustainability in Higher Education Vol. 14 No. 4, 2013 pp. 434-448

Bahasa

English

ISBN/ISSN

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Klasifikasi

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Tipe Isi

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Tipe Media

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Tipe Pembawa

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Edisi

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Subjek

PENDIDIKAN

Info Detail Spesifik

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Pernyataan Tanggungjawab

Asmawati/Syahrial

Versi lain/terkait

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