CIEE Global Institute

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1 CIEE Global Institute Course name: Global Sustainability Workshop (Science and Engineering) Course number: ENVS 3001 GSEC Programs offering course: Global Sustainability and Environment Language of instruction: English U.S. Semester Credits: 4 Contact Hours: 60 Term: Spring 2018 Course Description Designed to complement the Global Sustainability Seminar and Local Sustainability Project, this workshop focuses on sustainable design solutions from a scientific and technical perspective. Major themes include energy-efficient and water smart design, alternative building materials and architectural designs. Both the Science and Engineering and Environmental Studies workshops are divided into three parts: Part I and II apply to Science and Engineering students as well as Environmental Studies students, while Part III will be presented separately for each group. Part I (Introduction) focuses on key concepts for a sustainable design approach that is responsive to the constructional, performative, aesthetic and experiential dimensions of the built environment. These ideas and concepts will frame the activities in Parts II and III. Part II (Sustainable design solutions) explores sustainable approaches to water, energy and material flows in the built environment. The scientific basis of the approaches, system components and their integration into buildings and urban spaces form the basis for the examination of sustainable design case studies. In Part III (Synthesis and Application), students will use the definitions and solutions discussed in Parts I and II to design a sustainable intervention for a low-cost urban context. Learning Objectives At the end of this course, students should be able to: Explain the relationship between the built environment and sustainable practices using an ecosystem services framework Discuss sustainable design solutions in a Global South urban context Explain circular metabolism, low energy design, lifecycle design Analyze sustainable solutions for water, nutrient, energy and material flows in an

2 applied case study Describe the scientific principles and technical options for sustainable design for buildings and urban spaces Synthesize and present sustainable solutions for the built environment as part of a student team Course Prerequisites Overall GPA 2.5. Minimum of two college-level courses in Environmental Studies or Environmental Science. Recommended completion of at least one college-level science or social science course with an integrated lab. Methods of Instruction The workshop consists of formal lectures, tutorials, group work and fieldtrips Assessment and Final Grade Course Requirements 1. Case study tutorials: 5% 2. Comparative study: 15% 3. Proposal sketch design: 10% 4. Detailed design: 40% 5. Final presentation: 20% 6. Attendance and class participation: 10% Case study tutorials The tutorials aim to facilitate peer-to-peer learning by constructively reviewing case studies through the application of theoretical concepts. Students are expected to capture data during field visits (e.g. photos, sketches) and may need to do additional research for tutorials. During sessions, theoretical principles will be used to evaluate case studies, highlighting successes of the case studies as well as possible improvements. Topics include Alternative design and low energy design/ Sustainable energy/ Alternative water and waste systems/ Alternative building materials and principles. Students will complete worksheets for evaluation. Comparative study Students will compare a building in the Lynedoch ecovillage to an international building which are both designed, built and are operated on sustainable design principles. Students should choose buildings for which they can find climatic data, relevant drawings and photos. In the presentation, students should:

3 Systematically present climatic data and undertake psychrometric analysis for the context Summarize the sustainable design solutions on the basis of the three-level framework for low-energy design Analyze and explain each of the low-energy solutions in the building using diagrams and brief notes including referring to appropriate scientific principles Identify and explain any green energy methods and their integration into the building and its immediate context Identify and explain water smart design interventions on the building, including how these link to nutrient flows in the building and its immediate context Mention any other sustainable design aspects of the building Summarize the presentation by critically comparing the two buildings. Presentations will be assessed on conceptual clarity of the various sustainable design aspects, as well as the student s ability to critically compare case studies. Explanatory drawings and diagrams should be neat and clear (e.g. dark background removed from scans; own sketches with itemized information). Presentations should be 30 minutes. Proposal sketch design During this integrated studio tutorial students will integrate and apply theoretical sustainable design approaches in a design project with a specific context and brief. Using Philippi as a site, students need to design a solution to address a particular need in the community. This project demands a deep understanding of the local context and the needs of the community. Students may choose any type of building: residential, mixed-use, commercial etc. The proposal should include: Site and context analysis using an ecosystem services framework Psychrometric analysis to identify low-energy design strategies for an envelope dominated building A summary of the above strategies using the three-level framework for low energy design A sustainable energy flowchart for the design: high grade and low grade energy; renewable and clean energy; efficiency at end use points A sustainable water flowchart for the building (supply, consumption, waste treatment, disposable/reuse): potable water and non-potable water, greywater, black water, primary treatment, secondary treatment, tertiary treatment. Detailed design The proposal sketch should be refined by convincingly developing the: low-energy design solutions as summarized in the three-level framework (sun access,

4 shadow and shading solutions) water smart design interventions any other sustainable design interventions Design solutions must be developed on the basis of scientific principles, calculations, experiments, or simulations. The solutions must be integrated in the building in structural, constructional, functional and aesthetic terms. The building must, in turn, be well integrated into its context. All analyses, sketches and proposals should be combined to clearly present the logic and effectiveness of the sustainable design solutions for the building. This includes: Drawing the final: (i) site plan and sections (ii) the building plan/s and sections Making a cutaway 3D diagram summarising the sustainable solutions of the building An illustration of the building and its users in an ecosystem services framework Final presentation All submissions above must be composed in Powerpoint slide form (saved as PDF). The built environment is visual, three dimensional and contextual and therefore drawings and explanatory diagrams with brief explanatory text must be included. Every drawing or diagram must include some context as appropriate for the scale. Presentations should be 30 minutes and allow all team members to contribute equally. Students will evaluate team members in terms of effort, attitude and contribution to the research project. Evaluation sheets will be provided Class Participation Students are expected to be present for every class and actively engaged in discussions, activities, and excursions. Participation should demonstrate understanding of course concepts and ability to apply them to everyday situations. Students are required to lead at least one class discussion, and must notify the instructor as soon as possible before class if they will be absent for any reason. Class Attendance Regular class attendance is required throughout the program. Students must notify their instructor via Canvas, beforehand, if possible, if they will miss class for any reason. Students are responsible for any materials covered in class in their absence. Students who miss class for medical reasons must inform the instructor and the Academic Director (or a designated staff member) and provide appropriate documentation as noted below. A make-up opportunity will be provided to the extent this is feasible. Due to the intensive nature of the block schedule, all unexcused absences will result in a lower final grade for the course. Each unexcused absence will cause 3 percentage points to be dropped from the final grade. For example, a student with an 88% final grade (B+) and 1

5 unexcused absence will see it reduced to 85% (B). Students who transfer from one class to another during the add/drop period will not be considered absent from the first session(s) of their new class, provided they were marked present for the first session(s) of their original class. Otherwise, the absence(s) from the original class carry over to the new class and count against the grade in that class. CIEE program minimum class attendance standards are as outlined below. Center-specific attendance policies may be more stringent than the policies stated below. The Center / Resident Director sets the specific attendance policy for each location, including how absences impact final grades. Such policies are communicated to students during orientation and via Study Center documents. In the event that the attendance policy for host institution courses differs from CIEE s policy, the more stringent policy will apply. Excessively tardy (over 15 minutes late) students will be marked absent. Students who miss class for personal travel will be marked as absent and unexcused. No make-up opportunity will be provided. An absence will only be considered excused if: A doctor s note is provided. A CIEE staff member verifies that the student was too ill to attend class. Evidence is provided of a family emergency. Attendance policies also apply to any required co-curricular class excursion or event. Persistent absenteeism (students approaching 20% or more of total course hours missed, or violations of the attendance policies in more than one class) may lead to a written warning from the Academic Director or Resident Director, notification to the student s home school, and/or dismissal from the program in addition to a reduction in class grade(s). Weekly Schedule NOTE: this schedule is subject to change at the discretion of the instructor to take advantage of current experiential learning opportunities. Week 1 Introduction: Overview of course, assignments, team selection Urbanized (DVD and discussion) (tutorial) Week 2 Nature and the built environment Indoor environmental quality

6 Week 3 Alternative building designs Alternative building materials Week 4 Solar geometry Low energy designs Week 5 Low energy designs Sustainable energy Week 6 3-night stay in Lynedoch Ecovillage. Case studies include: ecological design (Lynedoch ecovillage), solar solutions (ishack project), waste water treatment (Spier Wine Estate and Langrug informal settlement). Week 7 Case study tutorial Group work (proposal sketch) Week 8 Present proposal sketch feedback session Review lecture- submit proposal sketch Mid-semester break Week 9 Water smart design Water smart design

7 Week 10 Hotel Verde field trip Public holiday Week 11 Group work (design) Optional: Curitiba (DVD and discussion) join Environmental Studies Week 12 Comparative study presentations Group work (design) Week 13 Feedback on design progress Week 14 Group work (design) Week 15 Feedback on design progress Week 16 Present final design Submit detailed design Attend Environmental Studies presentations Readings Lechner Norbert. Heating, Cooling, Lighting: Design Methods for Architects. New York: Wiley, (DA LECH) [Selected sections only] Hopper, L.J. Landscape Architectural Graphic Standards. New York: J. Wiley, 2007 [selected sections only] Recommended (available at UCT library) Brown, G.Z. Sun, Wind & Light: Architectural Design Strategies. New York: J. Wiley, 2001

8 (DA BROW) Givoni, Baruch. Man, Climate and Architecture. Amsterdam: New York Elsevier, 1969 (DA 697 GIV) Goulding Joh R. et al. Energy in Architecture: The European Passive Solar Handbook. London: B.T.Batsford for the Commission of European Communities, 1992 (DA ENER) Lambeth, James and John Darwin Delap. Solar Designing. Lambeth, 1997 (DA LAMB) Olgyay, Aldar. Solar Control and Shading Devices. Princeton N.J.: Princeton University Press, 1957 (DA OLGY) Olgyay, Victor: Design with Climate: Bioclimatic Approach to Architectural Regionalism. Princeton N.J.: Princeton University Press, 1963 (DA OLGY) Van der Ryn, Sim. Ecological Design. Washington D.C.: Island Press, 1996 (DA VAND) Watson, Donald. Designing and Building a House: Your Place in the Sun. Charlotte: Garden Way Publishing, 1977 (DA WATS) Wright, David. Natural Solar Architecture: a Passive Primer. New York: Van Nostrand Reinhold, 1978 (DA WRIG) Yannas, Simos. Solar Energy and Housing Design. London: Architectural Association, 1994 (DA YANN) Online Material

9 Copyright and Fair Use Statement: Copyright laws and fair use policies protect the rights of authors. Copyrighted materials may be used in this class, including articles, music, artwork, etc. These materials are provided for private study, scholarship, or research and adhere to the copyright law of the U.S. (Title 17, U.S. Code). You may copy or download from the course website one copy of the materials on any single computer for non-commercial, personal, or educational purposes only, provided that you do not modify it and use it only for the duration of this course. Beyond this use, no material from the course or website may be copied, reproduced, re-published, uploaded, posted, transmitted, or distributed in any way without the permission of the original copyright holder. Neither the instructor nor CIEE assumes any responsibility for individuals who improperly use copyrighted material.