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Going green in architectural education : An urban living lab experiment for a graduation green design studio in Saint Catherine, Egypt

Dabaieh, Marwa LU ; Lashin, Menna and Elbably, Ahmed (2017) In Solar Energy 144. p.356-366
Abstract

Given the current energy crises, recent efforts have been directed at bringing energy efficiency and environmental awareness across the board into architectural education in Egypt. Although interest in sustainable design teaching and learning started more than 20 years ago at both post graduate and undergraduate level in Egypt, ecological illiteracy persists in architecture education. There is a large gap between what our schools of architecture offer, what the regulations currently specify, and what the market demands. This paper investigates the role of the graduation design studio in rooting an understanding of sustainability in architectural higher education, taking an experimental design studio case as an example. During this... (More)

Given the current energy crises, recent efforts have been directed at bringing energy efficiency and environmental awareness across the board into architectural education in Egypt. Although interest in sustainable design teaching and learning started more than 20 years ago at both post graduate and undergraduate level in Egypt, ecological illiteracy persists in architecture education. There is a large gap between what our schools of architecture offer, what the regulations currently specify, and what the market demands. This paper investigates the role of the graduation design studio in rooting an understanding of sustainability in architectural higher education, taking an experimental design studio case as an example. During this studio, the students developed a range of skills and techniques that were of value to their graduation projects and which will stand by them later as architects in the future. Students were able to experience climatic conditions and building technology in a specific context and associated with specific local vernacular architecture. Such experience was used to develop new adaptive and responsive climatic architecture approaches by means of physical hands on test cell models in a living lab environment. The design studio focuses on passive solar approaches suitable for a hot arid climate. The paper aims to show how this design studio could be a pilot model for green architectural education in Egypt.

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Please use this url to cite or link to this publication:
author
organization
publishing date
type
Contribution to journal
publication status
published
subject
keywords
Action research in teaching and learning, Ecological illiteracy, Urban living lab, Vernacular architecture
categories
Higher Education
in
Solar Energy
volume
144
pages
11 pages
publisher
Elsevier
external identifiers
  • scopus:85010666254
  • wos:000397550500036
ISSN
0038-092X
DOI
10.1016/j.solener.2017.01.010
language
English
LU publication?
yes
id
1b22d8f7-ef84-4647-95ed-db766bed53b5
date added to LUP
2017-02-14 08:57:48
date last changed
2018-01-07 11:49:34
@article{1b22d8f7-ef84-4647-95ed-db766bed53b5,
  abstract     = {<p>Given the current energy crises, recent efforts have been directed at bringing energy efficiency and environmental awareness across the board into architectural education in Egypt. Although interest in sustainable design teaching and learning started more than 20 years ago at both post graduate and undergraduate level in Egypt, ecological illiteracy persists in architecture education. There is a large gap between what our schools of architecture offer, what the regulations currently specify, and what the market demands. This paper investigates the role of the graduation design studio in rooting an understanding of sustainability in architectural higher education, taking an experimental design studio case as an example. During this studio, the students developed a range of skills and techniques that were of value to their graduation projects and which will stand by them later as architects in the future. Students were able to experience climatic conditions and building technology in a specific context and associated with specific local vernacular architecture. Such experience was used to develop new adaptive and responsive climatic architecture approaches by means of physical hands on test cell models in a living lab environment. The design studio focuses on passive solar approaches suitable for a hot arid climate. The paper aims to show how this design studio could be a pilot model for green architectural education in Egypt.</p>},
  author       = {Dabaieh, Marwa and Lashin, Menna and Elbably, Ahmed},
  issn         = {0038-092X},
  keyword      = {Action research in teaching and learning,Ecological illiteracy,Urban living lab,Vernacular architecture},
  language     = {eng},
  month        = {03},
  pages        = {356--366},
  publisher    = {Elsevier},
  series       = {Solar Energy},
  title        = {Going green in architectural education : An urban living lab experiment for a graduation green design studio in Saint Catherine, Egypt},
  url          = {http://dx.doi.org/10.1016/j.solener.2017.01.010},
  volume       = {144},
  year         = {2017},
}