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Design Education for a Sustainable Future

Sustainability is a powerful force that is fundamentally reshaping humanity’s relationship to the natural world and is ushering in the Age of Integration. The move from well-intentioned environmental friendliness to the higher bar of integral sustainability and regenerative design demands a new type of design professional, one that is deeply collaborative, ethically grounded, empathically connected and technologically empowered. As a response, this book argues for a great leap forward in design education: from an individualistic and competitive model casually focused on greening; to a new approach defined by an integral consciousness, shaped by the values of inclusivity and cooperation, and implemented by a series of integrative behaviors including: an ethically infused design brief a co-creative design process on-going value engineering pre-emptive engineering design validation through simulation on-line enabled integrated learning the use of well vetted rating systems. This book contains the integral frameworks, whole system change methodologies and intrinsic values that will assist professors and their students in an authentic and effective pursuit of design education for a sustainable future.

The bedrock ThaT supporTed The design and consTrucTion indusTry Tor
cenTuries has now shiTTed in so many direcTions and has been shaken so
vigorously ThaT The basic premise oT design pracTice and by deTauIT design
educaTion are in need oT serious reconsideraTion. The landscape oT
proTessionaI pracTice, as driven in parT by The need Tor Tinancial survival and
by The rise oT susTainabiIiTy, is changing much TasTer and more dramaTicaIIy
Than anyone could have ...

Spatial Design Education

New Directions for Pedagogy in Architecture and Beyond

Design education in architecture and allied disciplines is the cornerstone of design professions that contribute to shaping the built environment of the future. In this book, design education is dealt with as a paradigm whose evolutionary processes, underpinning theories, contents, methods, tools, are questioned and critically examined. It features a comprehensive discussion on design education with a focus on the design studio as the backbone of that education and the main forum for creative exploration and interaction, and for knowledge acquisition, assimilation, and reproduction. Through international and regional surveys, the striking qualities of design pedagogy, contemporary professional challenges and the associated sociocultural and environmental needs are identified. Building on twenty-five years of research and explorations into design pedagogy in architecture and urban design, this book authoritatively offers a critical analysis of a continuously evolving profession, its associated societal processes and the way in which design education reacts to their demands. Matters that pertain to traditional pedagogy, its characteristics and the reactions developed against it in the form of pioneering alternative studio teaching practices. Advances in design approaches and methods are debated including critical inquiry, empirical making, process-based learning, and Community Design, Design-Build, and Live Project Studios. Innovative teaching practices in lecture-based and introductory design courses are identified and characterized including inquiry-based, active and experiential learning. These investigations are all interwoven to elucidate a comprehensive understanding of contemporary design education in architecture and allied disciplines. A wide spectrum of teaching approaches and methods is utilized to reveal a theory of a ‘trans-critical’ pedagogy that is conceptualized to shape a futuristic thinking about design teaching. Lessons learned from techniques and mechanisms for accommodation, adaptation, and implementation of a ‘trans-critical’ pedagogy in education are conceived to invigorate a new student-centered, evidence-based design culture sheltered in a wide variety of learning settings in architecture and beyond.

Over the past decade concerns about the quality of undergraduate professional
education have significantly risen and there has been a worrying flood of reports
and position papers regarding this. Highly critical reports with catchy titles
continue to roll off the presses,1 these, in turn, have generated intensive
discussion and debate in the literature of most disciplines. However, it is not the
quantity, but the focus of this new round of criticism and discourse that is
important: a focus which ...

Changing Trends in Architectural Design Education

During the last three decades or so there has been a substantial shift in architectural design education. These changes have manifested in an increased criticism of the traditional design education; attempts to reconsider/rethink the basic assumptions, theories and practices of traditional design education; and calls for major changes in studio culture. The drivers of this change include epistemological, social, and economical forces among which are new knowledge and technological developments; increased use of computers and information technology in design education and practice; pressure on institutions of higher education to reduce space use; and changing student demographics. Forty five authors from all over the world come together to address new discourse in architectural design education. The 45 articles of the book are organized under nine themes: virtual and distributed design education, digital design education, digital visualization and design teaching, reflections on architectural design education, integration of studio with other teaching, theoretical issues in learning and teaching design, creativity & critical thinking, alternative studio/design built studio, and teaching studio.

Abstract It could be claimed that the quality of architectural education as a '
process' is, or should be, primarily measured and evaluated through its ability to '
produce' an architect who is capable of dealing, through architectural design,
with the issue of locality in a sensible and innovative way. Unfortunately, the
recent two international competitions held in Egypt revealed disappointing
outcomes in this regard. Thus, the paper poses a simple, but a crucial, question:
Why did not Egyptian ...

Gensler Research Catalogue

This is the second in Gensler's Research Catalogue series, and the first to be made available for public sale. Volume 1 received significant praise from academic, business, and design audiences - both for the insights it contained and for its design. Volume 2 builds on this tradition, focused on the expression of research findings and insights in compelling, highly visual forms that are both easily accessible and graphically beautiful. Among the topics explored in Volume 2 are Gensler's ongoing series of Workplace Surveys, conducted most recently in the US, UK, and Asia; Gensler's Brand Engagement Survey series, with recent findings focused on the values and behaviors of consumers in Bangalore and Shanghai; strategies to use design to better support today's "active aging" population; the future of museum design; how we can involve communities in the "hacking" of our cities to prepare for the needs of a new generation of occupants; and the potential that lies at the intersection of copter and 3D printing technology. In addition to profiling Gensler's myriad research investigations, the publication also highlights the history and ethos of Gensler's research program as it celebrates its ten-year anniversary. The Catalogue offers not only thought-provoking descriptions of individual research, but an overall evidence-based approach to design with the human experience at its heart.

This is the second in Gensler's Research Catalogue series, and the first to be made available for public sale.

Design for Government

Part of the Gensler Monograph series, Design for Government surveys the state of the art of public-sector buildings and settings. Introduced by Vernon Mays, editor at large at Architect, the book focuses on the leading role that governments take today in setting new and higher standards for design quality in support of goals and mandates for improved productivity, more effective use of non-renewable resources, and the health and welfare of employees. The book includes 15 case studies that address a representative array of building and facility types. Each documents client intent, design response, key features, and actual or expected performance. The projects covered range in scale from a community's 14,000-square-foot city hall to the largest single workplace of the US federal government. They include specialized facilities like courthouses and courtrooms, as well as airports and convention centers—important public-sector activities in the US and other countries.

Part of the Gensler Monograph series, Design for Government surveys the state of the art of public-sector buildings and settings.

Cornell Journal of Architecture

Graduated Practices

The Cornell Journal of Architecture is one the most distinguished publications in its field, chronicling developments in the history, theory, criticism, practice, and teaching of architecture. Volume 6 combines the written and visual work of 22 practitioners, professors, and students throughout North America. Among the issues examined are the role of building technology within studio projects and the dissemination of an architectural pedagogy by the work of alternative modernist canons. This journal also includes award-winning thesis work from Cornell University architecture students.

Among the issues examined are the role of building technology within studio projects and the dissemination of an architectural pedagogy by the work of alternative modernist canons.

Developing the architecture of the workplace

Gensler, 1967-1997

This volume presents a body of work that has responded to the constant change and growth of the workplace over the last 30 years.

This volume presents a body of work that has responded to the constant change and growth of the workplace over the last 30 years.

Design for Education

Part of the Gensler Monograph series, Design for Education is a timely survey of modern learning environments — from universities to primary schools. Introduced by Andrew Blum, a contributing editor at Metropolis, the book focuses on education's need for facilities that effectively support learning and accommodate growth and change over time. At a time when the education sector in developed countries is dealing with new budget realities, the book considers alternatives such as building repositioning and multipurpose, 24/7 facilities. In high-growth developing countries, it looks at the new campuses of international institutions. Seventeen case studies provide a detailed survey of the education sector's current range of facilities. For each project, the case studies document client intent, design response, key features, and highlights of actual or expected performance. Fully illustrated, the book serves as a guide to the state of the art of academic facilities for a range of pubic and private institutions.

Part of the Gensler Monograph series, Design for Education is a timely survey of modern learning environments — from universities to primary schools.