LEEDING THE WAY WITH INTERDISCIPLINARY DESIGN TEACHING

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1 LEEDING THE WAY WITH INTERDISCIPLINARY DESIGN TEACHING Abstract Kristi D. Julian, Mohammad Moin Uddin, Keith V. Johnson East Tennessee State University Integration of sustainability and its vision across multiple disciplines has become standard in many industries. Sustainability promotes interconnectivity of sources and communities, diversity, relationships between global environmental and economic trends, and holistic thinking which are key ingredients for success in many economic arenas. As educators, therefore, we need to integrate sustainability across curriculum and equip our students with sustainability skills and competencies. This paper discusses development and implementation of program focused Leadership in Energy and Environmental Design (LEED) workshops that were used in Engineering Technology and Interior Design courses. Preliminary data show that these workshops helped students see the relevance of LEED common concepts in their area of studies and increased their competencies in integrating LEED practices in their design and studio projects. Introduction The vision for sustainability embraces the goals of environmental, social, and economic vitality with the understanding that the needs of the present be met without compromising the ability of future generations to meet their own needs. As the industry evolves to address global concerns, the need for educating students on sustainable design practices and principles will continue to increase. This will place focused attention on the integral role that collaboration plays in enhancing sustainable design (Gale, Martin, Martin, & Duffey, 2014). The promotion and integration of sustainable practice across multiple disciplines is becoming the norm for all types of business and industry (Kibert, 2015). One example is the quest for LEED Certification when building structures. Sustainability promises environmental, social, and economic vitality while meeting today's global requirements without compromising needs of generations to come (World Commission on Environment and Development, 1987). Sustainability and design involves not only space planning for efficiency and productivity, but also embracing a holistic approach to fostering sustainability for both individual workers and aggregate organizations (McCoy, 2012). Sustainable practice encourages holistic thinking which contributes to success in many arenas. Engineering Technology and Interior Design educators must include this crucial component in curriculum to successfully inform and prepare students for careers. Collaborative learning facilitates the development of social and cognitive learning through creativity, interpersonal relations, social support, and critical analytical thinking (Byun, Kim, & Duffey, 2012). Collaborative learning is a strategy that can promote the successful integration of sustainable design education (USGBC, 2010). Active learning environment and industry collaboration positively influenced students awareness of sustainable design, increased their ability to integrate sustainability knowledge into design studio projects and improved academic outcomes (Afacan, 2014). Research Framework Today most uses of and references to sustainability emphasize the concept s simultaneous economic, environmental, and social dimensions. We, the educators, commonly refer it to the three E s of sustainability: economy, ecology, and equity - a three legged stool as a symbol for sustainability. Many institutions have formal education programs and courses covering sustainability issues which intend to prepare students to lead society to a sustainable future. However, in most cases a more generalistic point of view of sustainability is considered instead of a focused emphasis related to a program or area of study. As a result, often students do not see the relevance of sustainability in their specific area of study or find it hard to apply the learnings

2 of sustainability in their specific area of education and practices. In order to address this limitation, a series of concentration specific workshops are developed for two programs: construction engineering technology (CET) and interior design (ID). The workshops focused on student learning and application about sustainability in specific area of study, as well as retention of concepts and any gaps that may exist in sustainability education. The modules focus on nine LEED key measures. These areas include sustainable sites, water efficiency, energy & atmosphere, materials & resources, indoor environmental quality, locations & linkages, awareness & education, innovation in design, and regional priority. The following Table 1 provides brief descriptions of each key measure and corresponding CET and ID focus: Table 1: LEED Key Measures and Corresponding CET and ID focus LEED Key Measures CET Focus ID Focus 1. Sustainable Sites: Choosing, locating, and developing a site to cause the least amount of environmental damage and greatest benefit to the physical environment and human health. 2. Water Efficiency Using the least amount of potable water in each area of your building; indoor uses: flush and flow fixtures; outdoor uses: plants, irrigation; process uses: mechanical equipment, dishwashers, clothes washers). 3. Energy & Atmosphere Making sure you omit the unnecessary energy demands, use high efficiency systems and products to ensure the building is using the energy it requires efficiently, and buy or produce renewable energy when available. 4. Materials and Resources When making purchases make sure the products is socially, environmentally, and economically sustainable (Triple Bottom Line). 5. Indoor Environmental Quality Green building owners and facility managers focus on occupant comfort (lighting, thermal, and views) and health (limit exposure to harmful chemicals) to increase productivity within the facility. Investigate opportunities to modify site design such as constructed wetlands, stormwater filtering systems, bioswales, retention basins, or vegetated filter strips Increase density, smaller footprint Use efficient fixtures Choose local/native plants for landscaping Efficient irrigation technologies Use non potable water Closed loop system in chillers/boilers Install submeters Install high-performance building systems Energy modeling Identify passive design opportunities Verification of installation and performance systems including HVAC&R systems (mechanical and passive), lighting and daylighting controls, hot-water systems, and renewable energy systems Developing a MR construction policy that employs green materials and waste management. Designing and building spaces that address IEQ in predesign, construction, and commissioning phases. Identify a space in a building that has implemented strategies to either maintain or reduce stormwater leaving the site Use of low-flow and low-flush fixtures for toilets, urinals, restrooms, kitchen faucets, showerheads, janitor sinks, metering faucets and commercial pre-rinse valves. Daylighting Interior Lighting Reflectance Values of finishes Reflectance Values of Furniture, Fixtures and Equipment Window Treatments Impact of water on energy including water saving fixtures such as low flow lavatories, composting toilets, waterless urinals, and energy efficient equipment. Specification of green materials for building, operations and maintenance and understanding life cycle cost. Access to day lighting Install operable windows Give occupants control over the temperature and lighting of their space Acoustics in the space Monitor occupant satisfaction

3 LEED Key Measures CET Focus ID Focus 6. Location and Transportation The Location and Transportation (LT) category addresses building location, with credits that encourage compact development, alternative transportation, and connection with amenities such as restaurants and parks. 7. Awareness and Education Green building and owners focus on educating and engaging citizens about green buildings. 8. Innovation in Design The purpose of this LEED category is to recognize projects for innovative building features and sustainable building practices and strategies. 9. Regional Priority Regional Priority credits encourage project teams to focus on their local environmental priorities. Understanding how construction can facilitate a process of community interaction through design and planning of buildings. By recognizing existing patterns of development and land density, project teams can reduce strain on the environment from the material and ecological costs that accompany the creation of new infrastructure and hardscape. In an integrative process, designers and builders identify overlapping redundancies among systems so that interdependencies and benefits can be utilized. Both disciplines come together to inform each other. Everyone helps each other to increase performance and reduce cost. The purpose of this credit is to recognize projects for innovative building features and sustainable building practices and strategies. Regional priority issues for construction will vary based on locale. It is critical that stakeholders be specific to that region s needs. Being mindful of a design philosophy and mindset that encourages a design integration of activities that include social interaction, community events, parks and recreation using a holistic approach. (Greensource, 2015) In an integrative process, designers and builders identify overlapping redundancies among systems so that interdependencies and benefits can be utilized. Both disciplines come together to inform each other. Everyone helps each other to increase performance and reduce cost The purpose of this credit is to recognize projects for innovative interior features and sustainable interior design practices and strategies. Specifications will vary greatly depending on the regional priority, code requirements and location of the project. Each workshop module contains a brief handout which includes a brief overview and definition of that particular LEED credit, its vision, CET and ID focus and strategies, a PowerPoint presentation, related videos, and supplementary resources such as excerpt from books, journal articles etc. The materials were created within a similar template to ensure that each module has typical content in the same order. Additionally, the PowerPoints explained the credit s relationship to interior design and construction students, strategies for achieving that credit based on discipline, specific examples, and a brief quiz to assess students learning. It is anticipated that the workshop modules will help students better understand sustainability related major topics in their area of study and help both Interior Design and construction engineering technology programs meet sustainability related accreditation requirements. The modules can be used not only to prepare students for the LEED GA exam, but to reinforce students knowledge of sustainable principles in the classroom, community and personally as well as assist them with homework and exams. Other students within the department could benefit from the workshop related to the topics of integrated project design, sustainability, United States Green Building Council and Leadership in Environmental Design (LEED) templates (USGBC, 2010), project management, and Construction Specification Institute, (CSI) specifications. Students, faculty, facilities management and administration may learn from these modules as well. Piloting the Workshop In order to identify the effectiveness, the workshop is piloted in fall 2015 for an interior design course. INTD 3105: Interior Building Systems and Components is junior level course offered

4 each fall with annual enrollment of about students. The course focuses on the study of interior building systems and components and their impact on the development of interior spaces. Special emphasis is provided on identifying, interpreting, drawing, and specifying interior building systems and components in contract documents that complete the building interior. Fall 2015 enrollment was 10 juniors. Data Collection and Analysis A pretest is conducted at the beginning of the semester to establish the benchmark. The pretest included questions related to site terms, site basic knowledge, construction waste, stormwater, heat island, materials and resources, water efficiency, indoor air quality, LEED rating systems, stakeholders, regional credit, triple bottom line, green building council, credit interpretation, exemplary performance, life cycle cost and life cycle assessment. Average score for the pretest was 61% which indicates significant gap in basic principles of sustainability and their applications. After the pretest, the workshop was conducted and the modules were made available to the students. After each module, a mini test is conducted which assessed students learning and/or retention of the concepts. As contents of the course related to building systems and components are delivered, two assessments and an exam was given to the students to assess students learning, knowledge retention, design applications. Each question was one of the nine LEED credit categories and all nine categories were represented. Preliminary Results Figure 1 shows side by side comparison of the performance of pretest and average of the two assessments. Students performance increased in all LEED categories except indoor environmental quality (IEQ). All students could answer question related to materials and resources (MR). Students made significant improvement in innovation in design (200%). Students performance was again measured during midterm exam in all nine LEED categories. 100% 80% 60% 40% 20% 0% Comparison Pretest vs Class Assessments AE LT SS WE EA MR IEQ IN RP AE: Awareness and Education LT: Location and Transportation SS: Sustainable Site WE: Water Efficiency, EA: Energy and Atmosphere IEQ: Indoor Environmental Quality MR: Materials and Resources, IN: Innovation RP: Regional Priority Pretest Class Assessments Figure 1: Comparison of Students Performance: Pretest vs Class Assessments Figure 2 shows comparisons of students performance from pretest to midterm exam. As shown, students performance increased significantly in all nine categories. Initially interior design students seemed more knowledgeable about materials and resource (MR) indoor air quality (IEQ), and water efficiency categories related to sustainability rather than site, energy and atmosphere and innovation in related questions. However, by midterm improvement was seen in every category. Students answered correctly construction waste management questions but

5 commonly missed questions related to heat island effect and stormwater management. This indicates students not only retain information related to sustainability principles but they can also apply them in different scenario based design problem. 100% 80% 60% 40% 20% 0% Improvements Pretest vs Class Assessments vs Midterm AE LT SS WE EA MR IEQ IN RP Pretest Class Assessments Midterm AE: Awareness and Education LT: Location and Transportation SS: Sustainable Site WE: Water Efficiency EA: Energy and Atmosphere IEQ: Indoor Environmental Quality MR: Materials and Resources, IN: Innovation RP: Regional Priority Figure 2: Comparison of Students Performance: Pretest vs Class Assessments vs Midterm Conclusion Overall, students did not seem to have an understanding of the synergies of sustainability or LEED or how the concepts work together to create a cohesive project. Performance of students knowledge varied during preliminary assessments and will need further examination as the assessment progresses. Preliminary data show the workshop and sustainability modules helped students see the relevance of LEED common concepts in their area of studies and increased their competencies in integrating LEED practices in their design and studio projects but more application type scenarios may need to be addressed in the curriculum. Bibliography Afacan, Y. (2014). Introducing sustainability to interior design students through industry collaboration. International Journal of Sustainability in Higher Education, 15(1), Byun, S. E., Kim, H. J., & Duffey, M. A. (2012). A multicourse collaborative project within a global context: Multidimensional learning outcomes for merchandising and interior design majors. Clothing and Textile Research Journal, 30(3), Gale, A. J., Martin, D., Martin, K., & Duffey, M. A. (2014). The Burnout Phenomenon: A Comparative Study of Student Attitudes Toward Collaborative Learning and Sustainability. Journal Of Interior Design, 39(1), Greensource. (2015). Emerald Architecture: Case Studies in Green Building. McGraw- Hill. Kibert, C. (2015). Sustainable Construction: Green Building Design and Delivery. Hoboken, New Jersey: Wiley & Sons, Inc. Proceedings of the 2016 Conference for Industry and Education Collaboration Copyright 2016 American Society for Engineering Education

6 McCoy, J. (2012). Sustainability: Environmentally Responsible Interior Design.. Journal of Interior Design, 37(1), 5-6. USGBC. (2010). Green building and LEED core concepts (2nd Ed). Washington, DC: US Green Building Council. World Commission on Environment and Development, W. C. (1987). From One Earth to One World: An Overview. Oxford: Oxford University Press. Biography DR. KRISTI D. JULIAN, East Tennessee State University Dr. Kristi Julian is an assistant professor of the Department of Engineering Technology, Surveying and Digital Media at East Tennessee State University. Her research interests include interior design pedagogy with an evidence based design focus on human behavior, sustainability, ergonomics, and life safety. Dr. Julian is a LEED AP BD+C and EDAC Accredited Professional and is a Council for Interior Design Accreditation site visitor. DR. MOHAMMAD MOIN UDDIN, East Tennessee State University Dr. Mohammad Moin Uddin is an assistant professor at the Department of Engineering Technology, Surveying and Digital Media at East Tennessee State University. His current research interest focuses on data integration and development of energy models for campus building structures for knowledge based decision making. Dr. Uddin develops and implements innovative teaching strategies for engineering technology education. DR. KEITH V. JOHNSON, East Tennessee State University Dr. Johnson is chair of the Department of Engineering Technology, Surveying and Digital Media at East Tennessee State University. He has been active with the American Society of Engineering Education for over 20 years. During that time, he have served in several capacities, including, but not limited to program chair, author, reviewer, committee member and is currently chair of the Engineering Technology Division. Proceedings of the 2016 Conference for Industry and Education Collaboration Copyright 2016 American Society for Engineering Education