Issues of Sustainable Built Environment: Context, Evolution and Pedagogical Dimensions

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Issues of Sustainable Built Environment: Context, Evolution and Pedagogical Dimensions

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Issues of Sustainable Built Environment: Context, Evolution and Pedagogical Dimensions

  1. 1. Issues of Sustainable Built Environment: Context, Evolution and Pedagogical Dimensions<br />
  2. 2. Sustainability: Issues<br />
  3. 3. Sustainability: Issues<br />
  4. 4. Conceptual Framework of Sustainability<br />Sustainable built environment aims at creation of buildings through:<br />efficient design and construction processes <br />use less energy during construction and operation<br />expend less water<br />produce no waste in construction or operation<br />made of materials and resources derived from sustainable sources<br />Professionally, sustainable built environment relies on efficient design and construction processes<br />
  5. 5. Design and Construction Process for Sustainable Built Environment<br />
  6. 6. Benchmarking Sustainability<br />Recent facets of sustainable built environment <br />Measures improvements accomplished through design and construction<br />Emphasis on voluntary benchmarking rather than regulation<br /> <br />Primary benchmarking frameworks <br />Leadership in Energy and Environmental Design (LEED) <br />BRE Environmental Assessment Method (BREEAM)<br />LEED India : Indian Green Building Council initiative<br />Locally inspired framework : GRIHA – National rating system<br />Sustainability : “the ability of a society, ecosystem, or any such ongoing system to continue functioning into the infinite future” AIA<br />
  7. 7. Evolution of Concepts Concerning Sustainability<br />Climate responsive traditional building solutions have always formed a strong basis in each evolution form<br />
  8. 8. Traditional Buildings<br />Location:Cold and Dry Region<br />Building Envelope: Sun dried earth brick masonry<br />
  9. 9. INDIAN INSTITUTE OF TECHNOLOGY<br />Location:HauzKhas, New Delhi.<br />Shading Devices: Vertical fins, deep <br />recessed windows<br />Building Envelope: Brick masonry, RCC <br />
  10. 10. ANSAL BHAVAN, NEW DELHI <br />Location: Connaught Place, New Delhi.<br />Shading Devices: Projected tapering box-type windows (equivalent to Egg crate shading devices).<br />Building Envelope: , Brick masonry, cement mortar plaster<br />SECTION<br />PLAN<br />
  11. 11. KIDWAI BHAVAN, NEW DELHI <br />Location: Connaught place, Jan Path, New Delhi.<br />Shading Devices: Vertical fins, Horizontal fins, Sunken Windows, sun screen<br />Building Envelope:Brick masonry, plaster, <br />SECTION<br />PLAN<br />
  12. 12. TIMES OF INDIA BUILDING, NEW DELHI<br />Location:Bahadur Shah ZafarMarg, New Delhi.<br />Shading Devices: Inclined fins, west protection<br />Building Envelope: Brick masonry, plaster<br />FRONT ELEVATION<br />PLAN<br />
  13. 13. SCOPE BUILDING CGO COMPLEX, LODI ROAD, N. DELHI<br />Location:Lodi Road Complex, New Delhi.<br />Shading Devices: Vertical fins, deep recessed windows<br />Building Envelope: Brick masonry, Sand-stone cladding<br />
  14. 14. INDIA HABITAT CENTER<br />Location:Lodi Road, New Delhi.<br />Shading Devices: Recessed windows<br />Building Envelope: Brick masonry, Brick cladding<br />
  15. 15. OFFICE BUILDING, CGO COMPLEX, LODI ROAD, N. DELHI<br />Location:Lodi Road Complex, New Delhi.<br />Shading Devices: Deep recessed windows<br />Building Envelope: Brick masonry, Sand-stone cladding<br />
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  19. 19. Wider Issues of Sustainability<br />Typically critical concerns: environmental, social and economic<br />Other specific critical areas: <br />Functional efficiency (and validity)<br />Process of building design and construction <br />Lifecycle perspective of the building<br />Nature of changes building undergoes<br />Organizational capacity for Operation & maintenance<br />Deconstruction or adaptive re-use for alternative functions<br />Sustainable design process: undesirable to re-visit earlier stage(s)<br />
  20. 20. Wider Issues of Sustainability<br />Wasteful re-works during design development add to cost of quality by increasing cost of non-conformance<br />Sustainable design approach avoids frequent changes during design stage<br /> <br />A robust project brief developed through multi-stakeholder participation and decisions rooted in wisdom of committed team are essential for well-initiated sustainable project<br />To be reliable in the life cycle context, sustainable building design is evolved through planned processes <br />
  21. 21. Role Perception of Built Environment Design<br />Multi-specialty team a prerequisite for successful delivery of sustainable building project<br />Knowledge and skill competence in own discipline and appreciation of adjacent specializations a must<br />Team cohesion is not adequate; appreciation and understanding is more relevant<br />Between the clearly demarcated discipline domains, there is also a fuzzy decision space that lays foundation for good design in the respective specialties<br />
  22. 22. Role Perception of Built Environment Design<br />Competence, attitude and managerial capabilities need to be elaborated for developing role profile for the participating professionals<br /> <br />Role perception: Pedagogy context of Master’s degree course in Building Engineering and Management at the School of Planning and Architecture (SPA) <br />
  23. 23. Pedagogical Dimensions of Sustainable Built Environment<br />Modeling of proposals (including BIM)<br />Land use and space planning<br />Site planning<br />Laws, codes, standards on sustainability<br />Local knowledge and local building practices in design process<br />Functional planning<br />Sustainability feasibility / verification / validation<br />
  24. 24. Pedagogical Dimensions of Sustainable Built Environment<br />Building envelope<br />Building physical system and materials<br />Engineering system (MEP) integration<br />Environmental engineering<br />Health and safety<br />Disaster vulnerability<br />Financial and cost analysis and modeling for sustainable proposal<br />Project management<br />
  25. 25. Approach for Sustainability Integration in Master’s Degree Course in Building Engineering and Management (Established 1979) at SPA<br />
  26. 26. Embedding of Sustainability Issues in BEM Course Structure<br />Evolution of course:<br />Stage1: Role profile definition and establishing its relevance in practice<br />Stage 2: Management disciplines integrated within the course structure<br />Stage 3: Specific project performance in terms of various sustainability <br />Sustainability issues embedded in individual areas of course <br />Matrix shows sustainability issues overlaid in core areas and support areas <br />Shade intensities representing moderate, considerable, significant and total focus<br />
  27. 27. Matrix Showing Sustainability Issues<br />
  28. 28. Dissemination of the Curricular Model<br />Model being disseminated to other institutions in country through:<br />Quality Improvement Programs (QIPs) for the academia and professionals<br />Partnerships with Industry and Software Vendors e.g. Autodesk<br />Participation in workshops and seminars<br />
  29. 29. Conclusions<br />Delivering sustainable buildings :<br />new dimensions to the professional practice<br /> educational systems<br />Drawing from the evolution of sustainable design and modification to the role perceptions, mapping onto curricular modules needs understanding<br />
  30. 30. Conclusions<br />At the Master’s in BEM course, these mappings were translated into actual curricular tools that are being designed, developed, implemented and tested at SPA<br />One key feature of the attempts described is the attention to the local technical and cultural dimensions of sustainability in reference to buildings.<br />Local codes, bylaws, practices, and cultural issues have sharpened the changes made to the curricular program. <br />
  31. 31. Conclusions<br />With the involvement of industry professionals of international exposure, the program has been further strengthened<br />The model of BEM presents a developing country perspective on sustainability education for built environment<br />
  32. 32. Thank you<br />

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