Sustainable Environmental Design Education (SEDE)sede/pdf/SEDEedusurveyreport.pdf · Sustainable...

SEDEedusurveyreport page 1/24 CIWMB /Cal Poly-SLO

Sustainable Environmental Design Education (SEDE)

EDUCATOR SURVEY REPORTMay 2004

Prepared for the California Integrated Waste Management Board (CIWMB)by Margot McDonald. AIA

Architecture Dept. and Renewable Energy InstituteCal Poly, San Luis [email protected]

PART 1. Scope of the Survey

A survey was conducted during the period from February 2003 to April 2004 to assessthe status of sustainable environmental design education in post-secondary institutions.While the intent of the study is principally to serve California educational programs, thesurvey was sent to national and international participants as well. Two surveys wereconducted based on industry and school needs assessment. Results of the EducatorSurvey are covered in this document.

1.1 SURVEY POPULATION

Several techniques were employed to reach a wide audience of instructors teachingmaterial relevant to SEDE in architecture and landscape architecture related programs atthe post-secondary level. These included listservs as well as published lists of accreditedand non-accredited programs.

1.1.1 Colleges and Universities

Association of Collegiate Schools of Architecture (www.acsa-arch.org)Council of Educators in Landscape Architecture (www.asla.org)California Community Colleges (www.assist.org)General Internet (www.google.com) searches

From these sources, a target list of 88 California post-secondary educational institutionswas identified consisting of:

• 50 architecture-related programs• 38 landscape architecture related programs.

There are a combined total of 170 accredited schools of architecture and landscapearchitecture in North America granting B.Arch., M. Arch., B.S.L.A., B.L.A. or M.L.A


degrees. Of these same programs 13 are in California. The majority of accreditedarchitecture programs are members of the Association of Collegiate Schools ofArchitecture (ACSA) and accredited Landscape architecture programs are members ofCouncil of Educators for Landscape Architecture (CELA). The number of ACSAmember schools is 125 (including 9 schools in CA); the number of CELA memberschools is 45 BLA/BSLA and 31 MLA (including 4 schools in CA).

1.1.2 Electronic Listservs and Forums

Architects, Designers, and Planners for Social Responsibility ([email protected])Educating for Sustainability ([email protected])Society of Building Science Educators ([email protected])U.S. Green Building Council Member Forums (www.usgbc.org)

1.2 Who Responded to the Survey

There were 40 replies from faculty at universities in Asia, Canada, and the U.S., andcommunity colleges in California. Of these replies, 21 were from California post-secondary schools. A geographic and institutional breakdown is provided below.

Geographical distribution of schools Number of survey respondentsAsia 1Canada 3United States (except California) 15California 21

TOTAL 40

Institution type Number of survey respondentsUniversity of California (UC) 2California State University (CSU) 7California Community Colleges (CC) 8Other California post-secondary schools 4

TOTAL 21

TABLES 1 and 2. Geographical Distribution of Survey Respondents andBreakdown by California Schools

All schools were bulk e-mailed from the original identification list followed by phonecalls (and reminder e-mails) to the schools to verify the proper contact from eachprogram to confirm who should complete the survey. Reminder e-mails were sent asfollow up to the phone calls.

For California schools, a response rate of 24% was achieved over the duration of thesurvey. For all schools combined the rate was equivalent.


Program and Institution Names of Respondents

Program Institution

Architecture Arizona State University

Building Science Auburn University

Architecture Ball State University

Center for Energy Research/Education/Service Ball State University Landscape Architecture / Land Design Institute Ball State University

Landscape Architecture Cal Poly, SLO

Architecture Cal Poly-SLO

Architecture Cal State Polytechnic University, Pomona

Landscape Architecture California State Polytechnic University, Pomona

Environmental Science and Resource Management California State University Channel Islands

Architecture CCAC Architecture, College of Environmental Design UC Berkeley

Horticulture College of San Mateo

Architecture Cosumnes River College

Environmental Science and Resource Management CSU Channel Islands

Architecture East Los Angeles College (Not applicable) Ecosa Institute

Architecture Howard University

Environmental Studies Merritt College

Ornamental Horticulture Monterey Peninsula College

NJ School of Architecture NJ Institute of Technology

Architectural Technology Orange Coast College

Architectural Technology Pennsylvania College of Technology

Horticulture and Landscape Design Saddleback Community College School of Architecture and Landscape Architecture University of Southern California, L.A.

Soft tech-seminars in design/build SCIARC

Architectural Research Program SCI-Arc/Cal-Earth Institute

Environmental Studies and Planning Sonoma State University

Department of Mechanical Engineering The University of Hong Kong Landscape Architecture Program, Dept. of Environmental Design UC Davis

Faculté d'aménagement, d'architecture et des arts visuels Université de Laval

Environmental Design University of Calgary

Department of Architecture University of Idaho

Architecture University of Oregon

Dept. of Architecture University of Oregon

Landscape Architecture University of Washington

School of Architecture University of Waterloo, Waterloo, Ontario

Architecture University of Wisconsin-Milwaukee

Architecture and construction management Washington State Univ.

Interior Design West Valley College

Note: California schools in bold-face type.


PART 2. Survey Questions and Findings

Quantitative and qualitative assessments of each of the Educator Survey questions areoutlined and charted below. Respondent comments are summarized with each question.The complete comments can be found in the original data files that are provided to theBoard as an addendum to the final report.

Question #1. Is sustainable environmental design taught at your institution?

Summary Conclusions (Q#1): The majority of schools surveyed teach material relatedto sustainable design. Of those programs, the most frequently cited are architecture-related followed by landscape architecture and interiors programs. With the exception offour programs, every other program indicated that sustainable design is taught in theircurriculum. The four programs where sustainable design is not taught are: Architectureand two programs in Horticulture (all at the community college level), and one universitylevel Environmental Science and Resource Management program.

Respondent Comments: In the written comment section, respondents also identifiedsustainable design also being taught in the fields of: Building Science; Industrial

yes90%

no10%

0

5

10

15

20

25

30

Disciplines Teaching Sustainable Design

# in survey 28 0 19 4 4 10 0 0

ArchitectureEnergy or resource

managementLandscape Construction Engineering Interiors Planning Other


yes (94%)

no (3%)

don't know 3%

Design; Natural Resources; Business; Nursing; Technology; Green BuildingProfessional Certificate Program; Environmental Studies Program; and, Materials,Water Retention & Treatment, Ecology.

Question #2. Are students interested in learning about sustainable environmentaldesign at your institution?

Summary Conclusions (Q#2): Faculty estimated that most students at their institutionsare interested in sustainable design.

Respondent Comments: In the comments section, faculty remarked that they expectedincreasing student interest and demand for courses in sustainable design over the nextfew years. One program intends to start a certificate in response to the perceived demand.A few sample quotes are provided here to illustrate the level and type of student interest.

Selected Quotes:

“Students are greatly interested...one of their main reasons for studying Arch andL.Arch.”; “Students are very interested in this field, but at this point cannot major insustainable environmental design.”

“Generally no. Some are more enlightened. Many return after graduation to let meknow how important it was to have the classes!”; “A few are very tuned into it most areambivalent or not aware of the issues.”


yes77%

no10% don't know

10% N/A3%

Question #3. Are faculty interested in teaching sustainable environmental design atyour institution?

Summary Conclusions (Q#3): Faculty perceive that there is a smaller percentage offaculty interest in teaching sustainable design than student interest in learning about thesubject when comparing the responds this and the previous question. Question #12considers the obstacles to teaching sustainable design.

Respondent Comments: The number of faculty teaching subject matter related tosustainable design in a department is often small compared to the total number of facultyteaching other courses in a design program. Faculty may also be challenged by thecomplex nature of the subject not possessing adequate knowledge or training to teach it.

Selected Quotes:

“Except for a few individuals the answer is "no"”; “Very little bite here - it gets a lot ofrolled eyes around here...”; “A fraction of the faculty, with broader lip service”; “Butthere is still a pocket of resistance...”; “No qualified faculty currently on staff.”

“Most of the Architecture and Landscape Architecture include sustainability in theirteaching”; “In landscape architecture we aim to go a step further, to teach ecologicaland regenerative design.”


A.A./

A.S.

B.A./

B.S.

B.ARCH./

B.L.A

.

M.A

./ M

.S.

M.A

RCH./ M

.L.A

.

Ph.D.

Other

0

2

4

6

8

10

12

14

16

18

20

Question #4. What environmental design related degree programs are offered atyour institution?

Summary Conclusions (Q#4): Most of the faculty respondents were at schools thatincluded professional design programs in architecture and landscape architecture relatedprograms.

Respondent Comments: In the comments, the following degree types were identified byprogram name.

Associate of Arts or Science (AA/AS) degree programs:Architecture, Construction, Construction Administration, Ecological Restoration,Energy Technology, Environmental Management, Environmental Technology,Hazardous Materials Technology, Interior Design, Landscape Design, NaturalResources, Ornamental Horticulture (taught as a part of our program only).

Bachelor of Arts or Science (BA/BS) degree programs:BS Architecture, BS Architectural Studies, Architectural Engineering, EnvironmentalScience and Resource Management.


0

2

4

6

8

10

12

14

16

18

20

desig

n stu

dio

lab/a

ctivit

y

lectu

re

sem

inar

inter

nship

/field

study

off-s

ite/d

istan

ce le

arnin

g

Sustainable Environmental Design Course Formats

Bachelor of Architecture or Landscape Architecture (BARCH/BLA) degree programs:Architecture, Architecture et environnement, Landscape Architecture (andlandscape architecture's stated focus is "urban ecological design").

Master of Arts/Master of Science (MA/MS) degree programs:Building Science, MS Architecture, Architectural Studies, Ambiances physiquesarchitecturales et urbaines, and MS Landscape Architecture.

Master of Architecture or Landscape Architecture (MARCH/MLA) degree programs:Building Science, Masters of Architecture, Landscape Architecture(and landscape architecture's stated focus is "urban ecological design").

Doctor of Philosophy (PhD) degree programs:Ph.D in Environment Behavior Studies and Doctorat sur mesure en ambiancesphysiques.

OTHER degree programs:Environmental Engineering, Environment and Resource Studies, New GraduateProgram on Regenerative Study, and Green Building Professional CertificateProgram.

Question 5. What specific courses include sustainable environmental design topics atyour institution?


required63%

elective37%

Summary Conclusions (Q#5): Approximately two-thirds of the courses taught thatinclude content on sustainable environmental design are required as part of a degreeprogram. These required courses tend to be related to other core areas of the designcurriculum (such as building environmental systems) that have been modified to reflectissues of sustainability.

Respondent Comments: The survey data indicates that there are four categories ofcourses in which sustainable design is currently taught at the post-secondary level (withsome overlap (i.e., lectures within studio or labs with lectures):

• Introductory level or survey courses as electives,• Building environmental systems or materials courses,• Studio courses, and,• Topical seminars.

A summary of the course format, content, and distribution (#/courses of each type) citedin the survey are listed in the table below.

COURSE TYPE COURSE EMPHASIS #/COURSEStaught byschoolssurveyed

Req’d Seminar(or lecture)

Bldg Environmental Systems 25

Studio Architecture and Landscape 23Seminar (or lecture) Introduction to Sustainable Environments 11

Sustainability and Green Building 10Landscape Ecology/Assessment/Site/Water 7Electric Lighting and Daylighting 5Case Study Method 4Engineering and Energy Sources 4Materials (construction and structures) 3Graduate Thesis 3Computer simulations (e.g., thermal) 3Urban Ecology and Urban Environments 3

Other Technical writing, Microclimate, Ventilation,Green Bldg Rating Systems, CAD

4


TABLE 3. Category Distribution of Courses

Question 6. Who teaches the sustainable environmental design courses above?

Summary Conclusions (Q#6): Most of the faculty teaching sustainable design coursesare full-time faculty followed second by part-time. At most institutions, since full-timefaculty have the most influence over curricular decisions it is beneficial that they areinvolved in these courses.

Respondent Comments: A common technique for all of the course formats is to enlistexperts from the field as visiting critics. This method can partially address facultyconcerns for supplementing their knowledge base and to provide interdisciplinaryinteractions.

Selected Quotes:

One particularly successful advanced design studio … used 'visiting critic' funds to bringin six different internationally recognized green architects, landscape architects andengineers over the course of the semester.

0

5

10

15

20

25

30

full time faculty part-time/adjunctfaculty

graduate students invited guestlecturer

other


Question #7. What are the most common formats for teaching the sustainableenvironmental design courses above?

Summary Conclusions (Q#7): Most of the sustainable design classes in the survey aretaught by a single instructor. This may be a reflection of university budgets and the waythat teaching assignments are credited to a department. The independent (sometimescalled “silo”) structure of departments at most institutions does not facilitate team orinterdisciplinary teaching even if it is a preferred method for course materials thatdemand multiple perspectives and content from many disciplines.

Respondent Comments: Also common are courses that combine lectures with activitiesor studio so the discrete classification may not represent the full range of course formats.

0

5

10

15

20

25

30

35

single instructor team taught -interdisciplinary

team taught -within discipline

don't know other


Topics Covered

57%

71%69%

67%

42%

59%62%

32%

desi

gn

+p

lan

nin

g

en

erg

yco

nse

rvati

on

+co

nvers

ion

ind

oo

ren

vir

on

men

tal

qu

ali

ty

mate

rial

sele

ctio

n

pro

cess

/d

ocu

men

ts

wast

e r

ed

uct

ion

+ r

eso

urc

ere

covery

wate

rco

nse

rvati

on

+re

use

eco

no

mic

s

Question #8. Do any of your sustainable environmental design faculty offercontinuing education courses for landscape or architecture professionals?

[Note: A technical problem with the electronic survey did not allow us to compile a countof “yes/no” replies to this question. However comments from the user input section of thequestion were recorded.]

Summary Conclusions (Q#8): Some continuing education options are available throughschools by means of institutes or some form of “open university” where the public canenroll for regular, university classes outside of a degree program.

Respondent Comments: Examples of continuing education opportunities include:

• CalEarth Institute (Nader Khalili),• Land Design Institute at Ball State University, Muncie, IN (John Motloch),• SBIC Workshops on "Low-Energy, Sustainable, Secure Building

Design/Procurement".• California State University at Sonoma’s Green Building Certificate Program,

and,• Individuals (such as André Potvin and Claude Demers at Laval University).

Question #9. What topics are covered in these sustainable environmental designcourses?


Summary Conclusions (Q#9): Eight major headings were presented in the survey astopics that could be covered in sustainable environmental design courses. The chartsabove show the number of faculty who cover this topic in their courses. The next chartshows that the least covered topics are Economics and Process/Documents (both taughtby less than 50% of the respondents) followed Design + Planning and Waste Reduction+ Resource Recovery (taught in about 60% of the cases).

Question #10a. What book and/or video resources have you found most informativefor learning about sustainable environmental design?

Summary Conclusions (Q#10): Respondents provided their top resource lists to thesurvey. Full bibliographic or contact information is contained in the SEDE web site(www.calpoly.edu/~sede/home). In some cases, respondents noted that there are toomany resources available to list in the survey.

Respondent Comments: A selected list of recommended books and videos byrespondents is provided here.

Book Title AuthorBOOKSEcological Design Sim Van der Ryn and Stuart CowanHeating, Cooling, Lighting Norbert LechnerHOK Guidebook for Sustainable Design Sandra Mendler and William OdellLeadership in Energy and

Environmental Design (LEED) ref.www.usgbc.org

Mechanical & Electrical Equipment forBuildings

Benjamin Stein and John S. Reynolds

Natural Capitalism Amory and Hunter Lovins, Paul HawkenPrimer on Sustainable Building Diane Barnett and William BrowningSun, Wind, and Light G.Z. Brown and Mark DeKaySustainable Architecture White Papers David Brown, et al, editorsSustainable Landscape Construction William J. Thompson and Kim SorvigVIDEOSEcological Design Chris ZelovGreen Building series State of PennsylvaniaSustainability series San Luis Video Publishing

TABLE 4. Books and Videos on Sustainable Environmental Design


Question #10b. And, what electronic resources (web sites, CD's, or software) haveyou found most informative for learning about sustainable environmental design?

Respondent Comments: A selected list of recommended electronic resources byrespondents is provided here.

Media Title AuthorCD’s/e- journals/web sitesBIPER http://www.biperusa.biz/Environmental Building News www.BuildingGreen.comGreen Developments www.rmi.orgOikos http://oikos.com/index.lassoSustainability Web Ring http://www.sdgateway.net/webring/default.htm

SOFTWAREBEES National Institute for Standards & Technology

(NIST)Energy-10 National Renewable Energy LaboratoryEnergy Scheming University of OregoneQUEST www.energydesignresources.comGreen Building Advisor www.buildinggreen.comSquare One www.squ1.com

TABLE 5. Electronic Resources on Sustainable Environmental Design


Academic degree or certificate

21%

Courses and workshops

16%

Self-directed reading 21%

Professional practice or consulting

22%

Field experience and observation

20%

Question #11. What prior education or experience do you feel has qualified you toteach sustainable environmental design?

Summary Conclusions (Q#11): All educational methods that faculty felt qualified themto teach sustainable environmental design were equally weighted in the survey responses.

Respondent Comments: A few specific examples of how these educators gained theirknowledge were identified in the survey comments.

Selected Quotes:

“Being a craftsmen, being in the trenches, paying attention”; “Studio and TechnologyTeaching for 30+ years”; “Education Retreats with Society of Building ScienceEducators, plus resources from contacts within that group”; “Professional TechnicalCommittees, ASHRAE, COTE, USGBC, etc.”; “Building Science program at UCBerkeley provided my foundation in this area.”; “None of these topics were taught whenI went to architecture school in the sixties and early seventies.”


0 2 4 6 8 10 12 14 16 18

no significant obstacles

no funding for elective courseslike sustainable design

limited to introductory or surveycourse(s) only

lack of computer software andhardware to support curriculum

insufficient faculty knowledge toteach sustainable design

practices or topics

sustainable design not integratedwith other parts of the curriculum

Other

Question #12. What obstacles have you encountered in developing sustainableenvironmental design courses at your institution?

Summary Conclusions (Q#12): The primary obstacle for teaching sustainableenvironmental design is in the area of integration with other parts of the curriculumleaving sustainability to be separated, specialized, or at worst marginalized.

Respondent Comments: Somewhat surprisingly, respondents noted with highfrequency that, with the exception of integration, that there were no significant obstaclesto developing the courses.

Selected Quotes:

“If I could SHOUT this one I would. It's simply not appreciated here. It's a real ‘lonevoice’ ”; “lack of departmental support”; “Funding to hire, and will to offer array ofcourses in this era of bankrupt budgets for public institutions.”

“No significant obstacle to teaching but each faculty and each student has only a limitedamount of time. The real obstacle is in getting the message to be pervasive and gettingthe students up to speed... I teach integrated design in a design centered curriculum. Thisshould be the ideal. I'm beginning to believe that there are limits to the knowledge basethat can be communicated in a masters level architectural education, but I'm not yetwilling to consider the implications of that statement. “


process/ documents

0 1 2 3 4 5

top rank

3rd

5th

7th

bottom rank

waste reduction + resource recovery

0 1 2 3 4 5 6

top rank

2nd

3rd

4th

5th

6th

7th

8th

bottom rank

water conservation + reuse

0 2 4 6 8

top rank

3rd

5th

7th

bottom rank

economics

0 2 4 6 8 10

top rank

3rd

5th

7th

bottom rank

Question #13. Identify and rank the topics that are not adequately covered in yoursustainable environmental design courses.

Summary Conclusions (Q#13): This question, being phrased in the negative may haveconfused some respondents (see quotes at the end of this section). There does appear tobe consistency however with Question #9 that asked the inverse; namely, whatsustainable environmental design topics are currently taught. Summing the frequency thattopics were selected as one of the top five (1st through 5th) ranking, the most oftenidentified areas that are not adequately covered in courses are:

Topic #/times identified as inadequately coveredin current curriculum

Economics 17Materials Selection 16Process/Documents 14Design + Planning 13Energy Conservation + Conversion 13Indoor Environmental Quality 13Water Conservation + Reuse 12Waste Reduction + Resource Recovery 9


design + planning

0 2 4 6 8

top rank

2nd

3rd

4th

5th

6th

7th

8th

bottom rank

energy conservation + conversion

0 1 2 3 4 5 6

top rank

2nd

3rd

4th

5th

6th

7th

8th

bottom rank

indoor environmental quality

0 1 2 3 4 5 6

top rank

2nd

3rd

4th

5th

6th

7th

8th

bottom rank

material selection

0 1 2 3 4 5 6

top rank

2nd

3rd

4th

5th

6th

7th

8th

bottom rank

Respondent Comments: Other topics that were not on the survey list but werementioned by respondents were: adaptive reuse, integration of design process, activesystems, PV and wind.

Selected Quotes:

“We feel these subjects are adequately covered and to the best of our ability”; “I don'treally understand this question. All these topics are covered, no topic is ever adequatelycovered anywhere...learning is a lifelong process....”; “ There is only so much that canbe accomplished in one semester. We have chosen to focus on items A-D and G in the listabove.”; “ This part was tough. They all matter; I just put down what I hit the hardest”;“They are all vitally important to holistic, conscious design (in my opinion)”; “Ourlimitation is breadth of coverage of topics. Students must take initiative to workindependently to broaden out learning in their area of choice”; “I don't have any severegaps of knowledge, I just lack depth of knowledge in some areas and need some moreexpertise at using technical analysis for deriving design decisions.”


0 5 10 15 20 25

videos

computer tools

books

faculty professionaldevelopment opportunities

websites

model curriculum

other

Question #14. What instructional resources could help you improve the teaching ofsustainable environmental design?

Summary Conclusions (Q#14): Respondents indicated that supplemental materialssuch as videos, computer tools, web sites, and to a lesser degree books, would most helpthem improve their teaching of sustainable environmental design.

Respondent Comments: In the category of “other” instructional resources, commentswere generally relative to management issues and not curriculum materials except for onereference to case studies. Mentioned were: time, mandates through accrediting andlicensing organizations, and leadership.

Selected Quotes:

“I would like to hear a "cry" from the industry - perhaps AIA/NCARB/NAAB could help.To some schools, it seems that "if it isn't specified by NAAB, then we ain't doin' it!" is thebattle cry”; “change of politics and leadership.”

“More time (credit hours) would allow more teaching and would increase the weight ofthis subject matter.”

“Case studies of the design process in an architectural office, perhaps the diary of acommissioning agent that is qualifying for the LEED commissioning credit”; “Resourcesrelated to outreach, to get more students into courses, to then be able to offer broader


yes95%

no5%

range of courses”; “Some small model curriculum units with technical analysis calcs forvarious topics would be great.”

Question #15. If you selected "model curriculum" above, what are the key elementsyou would like to see included in such a resource package?

Summary Conclusions (Q#15): Unlike K-12 curriculum, universities do not havedetailed content and skills standards for student performance and learning outcomes. Thismay explain the disinterest in a holistic curriculum model and rather a preference foroutlines and the basic resource materials (such as videos) to design their courses.

Respondent Comments: Respondents indicated that the characteristics of the modelcurriculum should be: experiential, interdisciplinary, holistic, and flexible. Specificsuggestions for topical outlines or lectures with resource lists were mentioned severaltimes.

Selected Quotes:

“Hands-on”; “ Flexibility (semesters vs quarters; large groups vs small groups; lecturevs laboratory)”; “Holistic, big picture, interdisciplinary, statistics”; “ArchitecturalINTEGRATION. We must go beyond LEED!”

“Main topics to be covered, with a concise but practical outline and information tocover that topic. Resources to get more information would be helpful.”

Question #16. Do you think that sustainable environmental design education shouldbe required for future landscape and architecture professionals (for example, aspart of the licensing exam or professional school accreditation requirements)?Why or why not?

Summary Conclusions (Q#16): A strong majority indicated that sustainableenvironmental design should be required for licensure.

Respondent Comments: Reasons for adding information about sustainable design into


these external agency documents varied from a positive stance on environmentalism,professional competence, ethics, and keeping up with client and the construction industrydemand.

Selected Quotes:

“Our planet requires it”; “I think with the pressure that growth puts on our cities andenvironments, that architects and design professionals must be leaders in promotingsustainable design and livable communities”; “We need to respect future generationsand quit using up our natural resources so quickly, leaving a built environment thatrequires such a high amount of energy to upkeep”; “a no brainer -- it's our planet'sfuture”; “This is a PREREQUISITE for environmental responsiveness”; “Theconstruction, operation, and maintenance of human shelter uses more energy and naturalresources than any other industy in the world and is the leading contributor to greenhouse gases and global warming. The planet and thus human and other life forms cannotwithstand the current rate modes of human development on Earth”; “This area ofpractice is becoming more and more commonplace as resources and materials becomemore scarce and more expensive. “

“Because design professionals should do their jobs with competence andprofessionalism, and that to me means being fully responsible for the project from itsconception all the way until the end of its useful life. Most designers care about designbut not the operation and that is a big problem!”; “Ethical responsibility of theprofessions”;” Extreme importance in making informed design decisions”; “Not labeledas such. It is important that we keep it in the realm of good practice rather than being acompletely separate subject”; “If this is state of the art practice it should becomeindistinguishable from other content”; “It is the key way we can reclaim our rightfulplace in the professional delivery of architecture to the public. Too much garbage goingup today! by folks who think they know about building, but clearly don't think sustainableat all”; “It become mandatory for many municipal projects and general public demand”;“My experience of the implementation of building and landscape projects, is that there isan overwhelming lack of knowledge of sustainable practices in the industry. Trainingwould help produce better projects, that permitting legislation alone”; “I hesitantly sayyes, because although I personally believe very strongly in minimizing consumption andreducing waste, I have seen enough real world "flops"--over-zealous, fanatical insistenceon sustainable systems - - in my professional career to have a healthy scepticism. In thelarger scope of things, I do think the professions have to find a better way to design, and Iguess we have to start somewhere - - licensing exams is a valid place to start”; “Alldesigners should demonstrate some knowledge about these things”; “just to catch upwith European Standards, otherwise the US will never fill the gap...”; “It is closelyrelated to landscape and architecture, and the enhancement of building quality”;”Suchsensibility has always been part of the landscape architecture exam--it just needs to beupdated according to science and available practices”; “It should be required forcontinuing education because there are many architects that never learned about thesetopics in school and did not bother or have time to pick them up”; “Because it is just oneaspect of the industry. It's important, but should not be required.”


yes66%

no26%

don't know8%

Question #17. Has your campus implemented any sustainable environmental designpractices in its facilities or operations?

Summary Conclusions (Q#17): About two-thirds of the campuses have implementedsome form of sustainable practices. However, from the comments, it is clear that theimplementations range from recycling programs to green demonstration buildings, andeverything in between.

Respondent Comments: Specific campus operations and maintenance strategies thatsupport sustainable design are: lighting retrofits, recycling centers, co-generation,photovoltaics, LEED certification (or compliance) for new buildings, windowreplacements, water reclamation, xeriscape, energy management, awareness of toxicproducts and general focus on using more environmentally friendly cleaning andmaintenance practices, energy efficiency, waste management,

Selected Quotes:

“BSU is actually trying... there is a committee that is charged with the "greening of thecampus" but some of its members use it as a political tool to move their own agendasforward... sad but true.”

“CCAC has implemented some green features in its building remodel, rainwatercatchment, hydronic heating, building re-use.”

“Lyle Center for Regenerative Studies: many examples of sustainable design practices.”

“Native plant revegetation project, and campus committee to work with the PeraltaCommunity College District to implement sustainable changes.”

“Efforts in new pavilions to integrate green building strategies. however still limited tobuildings. Nothing done so far on landscape.”[Université de Laval]


yes62%

no22%

don't know16%

“New building was design around a preliminary sustainability study.” [NJIT]

“Yes, wastewater recycling, biowaste power generation, landscaping with native plants,electric campus vehicles. Check out csuci.edu website which has a link.”[CSU ChannelIslands]

“A weak desire for sustainable practices is part of the usual RFP for new buildings.Much more rigor is needed!”

“More could be done.”

Question #18. Could (or do) these sustainable environmental design practices relateto the teaching mission?

Summary Conclusions (Q#18): About an equal number of schools say that thesustainable environmental design practices either can or do relate to their teachingmission as those who have implemented sustainability on campus.

Respondent Comments:Selected Quotes:

“By setting visible examples for our students”; “Could use new campus buildings as aclassroom exercise”; “Could provide experience and living laboratories forstudents...Students have examined some of the best and worst cases as case studies ofbuilding performance”; “Absolutely. These buildings, on which I was environmentalconsultants are then used as local green precedents for students to see the difference”;“Practical study and learning can be done with the real-life examples on the campus”;“The campus could be much more of a laboratory and model”; “These projects evolvedout of environmental design classes”; “They would serve as examples of things that canbe done in this area, and their proficiency could be seen first hand”; “Collaborativeplanning as critical course content.”


0

5

10

15

20

25

attend regionalworkshop

join informalelectroniceducator's

listserv

contributesyllabi

offercurriculumreview andcontribute

ideas

evaluatecurriculum

materials astest-site

organize localeducatorsnetwork

other

yes78%

no22%

Question #19. Would you like to be an active contributor to the development of thispost-secondary model curriculum for sustainable environmental design education?

Summary Conclusions (Q#19): All categories of participation were equally chosen byfaculty with the exception of the poor response to organizing a local educators’ network.Even so, only 50% had an interest in participating in the ways suggested. Faculty arereluctant to take on more commitments. Time is a major consideration.

Respondent Comments: Most faculty indicated that while they support the idea ofparticipation, they do not have much time to get involved except on a limited basis withvery focused tasks.

Selected Quotes:

“Possibly--but it would need to be within the context of my discipline, including theoverlap with planning and architecture”; “I am still developing my course as I go, so Iwould not consider myself an experienced role model, but I am implementing and activelybuilding and improving this course and I would love the opportunity to work with someother faculty and be involved.”

Questions #20-#21. These questions pertain to contact and survey respondentinformation and are not part of this report although the information is available in theoriginal data.

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