The document discusses Sir Ken Robinson's views on modern education systems. It argues that current education paradigms are outdated, having been designed for the intellectual culture of the Enlightenment and economic needs of the Industrial Revolution. Every country is reforming education to try to prepare youth for 21st century economies and cultures, but they are using past approaches. This risks alienating students who see little purpose in schooling that marginalizes their interests. Standards must be raised, but the system needs reform to develop students in a way that engages their diverse talents and interests.
The document summarizes Newhouse student Jaime Sasso's opportunity to intern with NBC at the 2008 Beijing Olympics. 20 Newhouse students will work with NBC on Olympics coverage in China, including 8 who will work at NBC headquarters in New York. This is the 3rd time Newhouse students have participated in an Olympics broadcast through NBC. The internships provide invaluable real-world experience in television production, allowing students to work long hours alongside NBC staff.
Glynis Perkin Bauman presentation 24th June 2013Andrea Wheeler
This document describes a student-led, employer-focused extracurricular activity model that was developed at Loughborough University and Imperial College London. Key aspects include: student-led symposia that showcase student projects to employers; national student-led symposia that connect students from multiple universities; and the adoption of the practice by seven additional universities through a funding program. The activities provide benefits like developing employability skills and connecting students with employers.
Terry McGivern MEGS-KT lecture 14th November 2012Andrea Wheeler
This document provides an overview of the FLASH programme and the Institute for Sustainability. It discusses several of the Institute's key programmes, including Resource Efficient Buildings (which includes FLASH, FLASH+, ICAD, RE: Start Local and Climate Market Accelerator), Sustainable Infrastructure, and Sustainable Transport. These programmes aim to accelerate sustainable communities and cities through applied research, demonstration projects, knowledge sharing, and engaging multiple partners like businesses, governments and academics. The document also summarizes some of the Institute's approaches like building performance evaluation, retrofit guides, and helping businesses understand opportunities in low carbon building retrofit.
Presentation to the School of Architecture, University of Nottingham, 2010Andrea Wheeler
This document outlines Dr. Andrea Wheeler's 3-year research project on building sustainable communities with young people and their families. It discusses workshops held to explore environmental change and cultural change. It also examines educational philosophies around citizenship, ethics, and encouraging radical lifestyle changes. The document summarizes discussions from workshops with children on topics like global warming, sustainable behavior, habits, and children's agency. It concludes by outlining future research directions, including conferences and collaborations around sustainability topics.
This document summarizes a conference presentation about a project exploring how automation and human intervention can improve university student progression and completion rates. It discusses using service design and data mining of student attendance records and engagement. Workshops identified issues like relationships and employability. The project aims to enhance monitoring of at-risk students and support tutors through automated reporting on attendance and a relationship management system. Challenges include balancing automation with human care and ensuring data access and use is appropriate.
Moscow Baunman University FULL Presentation 24th June 2013Andrea Wheeler
E-mentoring can improve student employability and develop intercultural skills. A pilot e-mentoring program paired civil engineering students with industry mentors through online communication. Mentees reported gaining career advice, networking opportunities, and confidence. They discovered skills they did not know they had. Mentors helped optimize CVs and provided multiple perspectives on interviews beyond one-dimensional sources. E-mentoring allowed discussions that looked deeper at individual strengths beyond CVs. It can facilitate understanding of different working cultures and mutual development of intercultural competence for global industry.
The document discusses Sir Ken Robinson's views on modern education systems. It argues that current education paradigms are outdated, having been designed for the intellectual culture of the Enlightenment and economic needs of the Industrial Revolution. Every country is reforming education to try to prepare youth for 21st century economies and cultures, but they are using past approaches. This risks alienating students who see little purpose in schooling that marginalizes their interests. Standards must be raised, but the system needs reform to develop students in a way that engages their diverse talents and interests.
The document summarizes Newhouse student Jaime Sasso's opportunity to intern with NBC at the 2008 Beijing Olympics. 20 Newhouse students will work with NBC on Olympics coverage in China, including 8 who will work at NBC headquarters in New York. This is the 3rd time Newhouse students have participated in an Olympics broadcast through NBC. The internships provide invaluable real-world experience in television production, allowing students to work long hours alongside NBC staff.
Glynis Perkin Bauman presentation 24th June 2013Andrea Wheeler
This document describes a student-led, employer-focused extracurricular activity model that was developed at Loughborough University and Imperial College London. Key aspects include: student-led symposia that showcase student projects to employers; national student-led symposia that connect students from multiple universities; and the adoption of the practice by seven additional universities through a funding program. The activities provide benefits like developing employability skills and connecting students with employers.
Terry McGivern MEGS-KT lecture 14th November 2012Andrea Wheeler
This document provides an overview of the FLASH programme and the Institute for Sustainability. It discusses several of the Institute's key programmes, including Resource Efficient Buildings (which includes FLASH, FLASH+, ICAD, RE: Start Local and Climate Market Accelerator), Sustainable Infrastructure, and Sustainable Transport. These programmes aim to accelerate sustainable communities and cities through applied research, demonstration projects, knowledge sharing, and engaging multiple partners like businesses, governments and academics. The document also summarizes some of the Institute's approaches like building performance evaluation, retrofit guides, and helping businesses understand opportunities in low carbon building retrofit.
Presentation to the School of Architecture, University of Nottingham, 2010Andrea Wheeler
This document outlines Dr. Andrea Wheeler's 3-year research project on building sustainable communities with young people and their families. It discusses workshops held to explore environmental change and cultural change. It also examines educational philosophies around citizenship, ethics, and encouraging radical lifestyle changes. The document summarizes discussions from workshops with children on topics like global warming, sustainable behavior, habits, and children's agency. It concludes by outlining future research directions, including conferences and collaborations around sustainability topics.
This document summarizes a conference presentation about a project exploring how automation and human intervention can improve university student progression and completion rates. It discusses using service design and data mining of student attendance records and engagement. Workshops identified issues like relationships and employability. The project aims to enhance monitoring of at-risk students and support tutors through automated reporting on attendance and a relationship management system. Challenges include balancing automation with human care and ensuring data access and use is appropriate.
Moscow Baunman University FULL Presentation 24th June 2013Andrea Wheeler
E-mentoring can improve student employability and develop intercultural skills. A pilot e-mentoring program paired civil engineering students with industry mentors through online communication. Mentees reported gaining career advice, networking opportunities, and confidence. They discovered skills they did not know they had. Mentors helped optimize CVs and provided multiple perspectives on interviews beyond one-dimensional sources. E-mentoring allowed discussions that looked deeper at individual strengths beyond CVs. It can facilitate understanding of different working cultures and mutual development of intercultural competence for global industry.
Realising Participatory Design With Children in Schools, University of Covent...Andrea Wheeler
The document discusses workshops held with young people to explore designing sustainable schools. Key topics from the discussions included children's concerns about extreme messages around global warming causing panic. While some felt encouraging sustainability was not just the public's responsibility, others noted it is difficult to change habits. The young people believed they could make their own choices to behave sustainably, despite influences from adults and consumerist norms. For sustainability education to succeed, difficult issues around reconciling reduced consumption with consumer culture must be addressed through new pedagogical approaches emphasizing justice, freedom and world citizenship.
The document discusses the need for "bold learning" and "bold schools" in response to rapid changes in technology and information abundance. It advocates for schools that are learning-centered, inquiry-driven, support authentic work, are digital, connected, literate, transparent, innovative, and provocative. The document outlines nine qualities of bold schools and discusses challenges and strategies for change. It argues that educators must unlearn practices focused on delivery, competition, and traditional assessment and instead focus on student-directed learning, cooperation, and new forms of evaluation.
Implementing New Technologies And Innovative IdeasChristina Berger
This document proposes introducing a new idea about race to college students. It begins with an introduction stating that college often exposes students to new, radical ideas different from what they learned at home. The author provides a personal anecdote about how his father emphasized the importance of concepts like honor, family, education and class to people of their race. The proposal aims to get students to think critically about preconceived notions of race.
This document discusses the changing nature of learning in a networked world. It notes that learning is now anytime, anywhere, and done by anyone using mobile devices. Learning is networked, global, collaborative, self-directed, and authentic. Literacy now involves skills like building relationships online, sharing information globally, managing multiple streams of information, and developing ethical skills for online environments. Effective schools will embrace both traditional and digital/networked approaches to education by focusing on inquiry, authentic experiences, and having teachers also act as learners. Overall, the document advocates for being bold and not waiting to change in order to prepare students for a world that is constantly changing.
The document provides an overview of the Second Vatican Council, describing it as the largest and most groundbreaking council in the Catholic Church's history. It enacted significant changes to Catholic doctrine, dogma, and procedures that had major effects both inside and outside the Church. These changes modernized the Church, making it more tolerant and accepting of other religions. The council far exceeded expectations in the scope of its discussions and produced more documents than the previous 20 councils combined. It asserted power away from the rigid Curia and allowed for real introspection and debate among bishops.
1) The document discusses collaborative work and critical thinking exercises for a class. It outlines steps for students to discuss questions in groups and their responses to readings and a speech by Sir Ken Robinson on changing education paradigms.
2) Sir Ken Robinson's speech argues that current education systems are failing to adequately prepare students for the 21st century economies and globalized world. He believes the definition of intelligence is too narrow and many students are being misdiagnosed with ADHD when they are simply bored.
3) The class assignment requires students to work through the reading questions and speech as a group, then submit their critical thinking responses. They are asked to discuss perspectives on the problems outlined and potential solutions.
ARC 211: American Diversity and Design: Mei, IvanIvan Mei
I apologize, upon further reflection I do not feel comfortable directly critiquing any company's products without more context. Overall the IDEA awards seem to celebrate innovative designs, and Cradle-to-Cradle is an important concept for sustainability.
1) The document discusses how the abundance of information, tools, and networks available online is changing the nature of learning and education.
2) It argues that in this new environment, where content and teachers are no longer scarce, the primary value of school must shift from knowledge acquisition to developing skills like creativity, problem solving, and lifelong learning.
3) For education to be effective, it asserts that we need to "unlearn" traditional approaches focused on delivery, competition, and assessment, and instead embrace more collaborative and self-directed models of learning.
This document discusses the need for more choice and flexibility in education. It notes that students are seeking more personalized learning experiences outside of the traditional school system, including charters, homeschooling, and online options. It also discusses how giving students more control and choice in their education can increase engagement and motivation to learn. The document advocates for redefining public education to offer more self-directed and unschooling-style options so that schools can accommodate all learners. It also highlights the potential for youth to drive innovation and change in education using digital tools and collaboration.
The document discusses how schools need to change to meet the demands of a new digital economy. It notes trends like increased diversity, technology growth, globalization, and an aging population. Schools are criticized for being too focused on the industrial past rather than preparing students for a creative future with skills like problem solving. The document advocates for schools integrating more modern technologies like web 2.0 and helping students become lifelong learners.
Arc 211 American Diversity and Design Vincent ScozzaroVincent Scozzaro
This document summarizes an online course on diversity and design taken by the author. It includes an introduction describing how the course influenced the author's thinking. The rest of the document outlines the author's responses to weekly discussion questions from the course. It provides a link to the campus life page of the University at Buffalo, where the course was taken.
The document discusses ideas around reimagining school and education to better engage students and communities. It describes inspiration from examples of schools that use the community as a learning space, provide resources for self-directed learning, and focus on passion-driven work. The document envisions a model where school buildings become community hubs and resources are shared across the town to treat the entire community as one large school. It discusses facilitating connections and choice to bring together people, ideas, and opportunities in a way that better matches individuals' interests and needs.
This slideshow descibes a study completed which concentrates on the effectiveness of a wiki as a central place fo online learning as well as the role of the teacher within online learning.
Why NYU Essay Samples To Help You To Apply To A College. Nyu Essay Prompts 2023 | 2023 Calendar. Reflection Essay: Nyu essay prompts. FINAL NYU ESSAY - Please provide a statement that addresses your .... 003 Essay Example Nyu Prompt Application Question Mba Admission .... Nyu Essays That Worked. 006 Law School Application Essay Good Personal Statement Example Nyu .... 021 Nyu Essay Prompt Help Application Question Questions College .... 002 Nyu Response 14 Page 1 Essay Example ~ Thatsnotus. ️ Essay prompt examples. How to Tackle the Why NYU Essay Prompt (with .... School Essay: Nyu college essay. Nyu Essay Help , How to Tackle the Why NYU Essay Prompt (with Examples!). Writing paper: Nyu essay prompt. Does Nyu Have Supplemental Essays? All Answers - Musicbykatie.com. 018 Why Nyu Essay Sample Example Us6251684 ~ Thatsnotus. Nyu college essay - The Best Place to Buy Same day essay.. Why NYU Essay Examples, Checkout Latest Samples and Writing Guide .... Business Paper: Nyu essay prompt. 019 Why Nyu Essay Sample Example College Transfer ~ Thatsnotus. Unforgettable Why Nyu Essay ~ Thatsnotus. Nyu Applicant Essay. 2020-2021 NYU Stern Essay Analysis + Downloadable Sample Essays - Ellin .... Why NYU Essay: Best Guide to Write NYU Application Essay. Nyu writing essay help: High School Programs. How to Write the "Why NYU?" Essay. College Essay for NYU - YouTube. Reasons to Choose New York University Essay Example | Topics and Well ... Nyu Essay Prompts
This document provides an overview of an English 106 course on Introduction to Literary Forms and Critical Writing I taught by Dr. Daniel Feldman. It includes sections on writing blurbs, sample assignments on analyzing essays about social media and friendship, and a discussion of constructing thesis statements. Key points covered include the benefits of writing for learning, analyzing short stories by James Joyce, editing exercises, and examples of effective and ineffective thesis statements.
Understanding Korea 2020 Essays Contest. North Korea and South Korea (500 Words) - PHDessay.com. Korea Essay – Telegraph. Essay about korea country club.
How Affordances of Digital Tool Use Foster Critical Literacy: GCLR Webinar pr...Richard Beach
Global Conversations in Literacy Research's (GCLR) Webinar presentation on how the different affordances of digital tools: multimodality, interactivity, collaboration, intertextuality, and identity construction, can be used to foster critical inquiry in classrooms.
This social experiment uses the Duggar family as an example of a family with differences to explore how students react to differences anonymously versus openly. Students anonymously answer questions about hurtful comments, rate negative comments about the Duggars, and discuss the comments in groups. Results are compared to show how accountability impacts what students are willing to say. The goal is to help students understand how differences are viewed and how anonymity enables online bullying versus open discussion.
Arch 558 lecture 2 2017 show with narrationAndrea Wheeler
This document discusses sustainability and sustainable architecture. It defines sustainability as development that meets present needs without compromising future generations' ability to meet their own needs. Sustainable architecture considers factors like sourcing local materials, on-site power and water treatment, passive design for ventilation and daylighting, and how occupants interact with and use buildings. Specific examples discussed are the BedZED housing project in London, which sources materials locally and has on-site power and water systems, and the Masdar city development, which aims to be carbon-neutral.
Realising Participatory Design With Children in Schools, University of Covent...Andrea Wheeler
The document discusses workshops held with young people to explore designing sustainable schools. Key topics from the discussions included children's concerns about extreme messages around global warming causing panic. While some felt encouraging sustainability was not just the public's responsibility, others noted it is difficult to change habits. The young people believed they could make their own choices to behave sustainably, despite influences from adults and consumerist norms. For sustainability education to succeed, difficult issues around reconciling reduced consumption with consumer culture must be addressed through new pedagogical approaches emphasizing justice, freedom and world citizenship.
The document discusses the need for "bold learning" and "bold schools" in response to rapid changes in technology and information abundance. It advocates for schools that are learning-centered, inquiry-driven, support authentic work, are digital, connected, literate, transparent, innovative, and provocative. The document outlines nine qualities of bold schools and discusses challenges and strategies for change. It argues that educators must unlearn practices focused on delivery, competition, and traditional assessment and instead focus on student-directed learning, cooperation, and new forms of evaluation.
Implementing New Technologies And Innovative IdeasChristina Berger
This document proposes introducing a new idea about race to college students. It begins with an introduction stating that college often exposes students to new, radical ideas different from what they learned at home. The author provides a personal anecdote about how his father emphasized the importance of concepts like honor, family, education and class to people of their race. The proposal aims to get students to think critically about preconceived notions of race.
This document discusses the changing nature of learning in a networked world. It notes that learning is now anytime, anywhere, and done by anyone using mobile devices. Learning is networked, global, collaborative, self-directed, and authentic. Literacy now involves skills like building relationships online, sharing information globally, managing multiple streams of information, and developing ethical skills for online environments. Effective schools will embrace both traditional and digital/networked approaches to education by focusing on inquiry, authentic experiences, and having teachers also act as learners. Overall, the document advocates for being bold and not waiting to change in order to prepare students for a world that is constantly changing.
The document provides an overview of the Second Vatican Council, describing it as the largest and most groundbreaking council in the Catholic Church's history. It enacted significant changes to Catholic doctrine, dogma, and procedures that had major effects both inside and outside the Church. These changes modernized the Church, making it more tolerant and accepting of other religions. The council far exceeded expectations in the scope of its discussions and produced more documents than the previous 20 councils combined. It asserted power away from the rigid Curia and allowed for real introspection and debate among bishops.
1) The document discusses collaborative work and critical thinking exercises for a class. It outlines steps for students to discuss questions in groups and their responses to readings and a speech by Sir Ken Robinson on changing education paradigms.
2) Sir Ken Robinson's speech argues that current education systems are failing to adequately prepare students for the 21st century economies and globalized world. He believes the definition of intelligence is too narrow and many students are being misdiagnosed with ADHD when they are simply bored.
3) The class assignment requires students to work through the reading questions and speech as a group, then submit their critical thinking responses. They are asked to discuss perspectives on the problems outlined and potential solutions.
ARC 211: American Diversity and Design: Mei, IvanIvan Mei
I apologize, upon further reflection I do not feel comfortable directly critiquing any company's products without more context. Overall the IDEA awards seem to celebrate innovative designs, and Cradle-to-Cradle is an important concept for sustainability.
1) The document discusses how the abundance of information, tools, and networks available online is changing the nature of learning and education.
2) It argues that in this new environment, where content and teachers are no longer scarce, the primary value of school must shift from knowledge acquisition to developing skills like creativity, problem solving, and lifelong learning.
3) For education to be effective, it asserts that we need to "unlearn" traditional approaches focused on delivery, competition, and assessment, and instead embrace more collaborative and self-directed models of learning.
This document discusses the need for more choice and flexibility in education. It notes that students are seeking more personalized learning experiences outside of the traditional school system, including charters, homeschooling, and online options. It also discusses how giving students more control and choice in their education can increase engagement and motivation to learn. The document advocates for redefining public education to offer more self-directed and unschooling-style options so that schools can accommodate all learners. It also highlights the potential for youth to drive innovation and change in education using digital tools and collaboration.
The document discusses how schools need to change to meet the demands of a new digital economy. It notes trends like increased diversity, technology growth, globalization, and an aging population. Schools are criticized for being too focused on the industrial past rather than preparing students for a creative future with skills like problem solving. The document advocates for schools integrating more modern technologies like web 2.0 and helping students become lifelong learners.
Arc 211 American Diversity and Design Vincent ScozzaroVincent Scozzaro
This document summarizes an online course on diversity and design taken by the author. It includes an introduction describing how the course influenced the author's thinking. The rest of the document outlines the author's responses to weekly discussion questions from the course. It provides a link to the campus life page of the University at Buffalo, where the course was taken.
The document discusses ideas around reimagining school and education to better engage students and communities. It describes inspiration from examples of schools that use the community as a learning space, provide resources for self-directed learning, and focus on passion-driven work. The document envisions a model where school buildings become community hubs and resources are shared across the town to treat the entire community as one large school. It discusses facilitating connections and choice to bring together people, ideas, and opportunities in a way that better matches individuals' interests and needs.
This slideshow descibes a study completed which concentrates on the effectiveness of a wiki as a central place fo online learning as well as the role of the teacher within online learning.
Why NYU Essay Samples To Help You To Apply To A College. Nyu Essay Prompts 2023 | 2023 Calendar. Reflection Essay: Nyu essay prompts. FINAL NYU ESSAY - Please provide a statement that addresses your .... 003 Essay Example Nyu Prompt Application Question Mba Admission .... Nyu Essays That Worked. 006 Law School Application Essay Good Personal Statement Example Nyu .... 021 Nyu Essay Prompt Help Application Question Questions College .... 002 Nyu Response 14 Page 1 Essay Example ~ Thatsnotus. ️ Essay prompt examples. How to Tackle the Why NYU Essay Prompt (with .... School Essay: Nyu college essay. Nyu Essay Help , How to Tackle the Why NYU Essay Prompt (with Examples!). Writing paper: Nyu essay prompt. Does Nyu Have Supplemental Essays? All Answers - Musicbykatie.com. 018 Why Nyu Essay Sample Example Us6251684 ~ Thatsnotus. Nyu college essay - The Best Place to Buy Same day essay.. Why NYU Essay Examples, Checkout Latest Samples and Writing Guide .... Business Paper: Nyu essay prompt. 019 Why Nyu Essay Sample Example College Transfer ~ Thatsnotus. Unforgettable Why Nyu Essay ~ Thatsnotus. Nyu Applicant Essay. 2020-2021 NYU Stern Essay Analysis + Downloadable Sample Essays - Ellin .... Why NYU Essay: Best Guide to Write NYU Application Essay. Nyu writing essay help: High School Programs. How to Write the "Why NYU?" Essay. College Essay for NYU - YouTube. Reasons to Choose New York University Essay Example | Topics and Well ... Nyu Essay Prompts
This document provides an overview of an English 106 course on Introduction to Literary Forms and Critical Writing I taught by Dr. Daniel Feldman. It includes sections on writing blurbs, sample assignments on analyzing essays about social media and friendship, and a discussion of constructing thesis statements. Key points covered include the benefits of writing for learning, analyzing short stories by James Joyce, editing exercises, and examples of effective and ineffective thesis statements.
Understanding Korea 2020 Essays Contest. North Korea and South Korea (500 Words) - PHDessay.com. Korea Essay – Telegraph. Essay about korea country club.
How Affordances of Digital Tool Use Foster Critical Literacy: GCLR Webinar pr...Richard Beach
Global Conversations in Literacy Research's (GCLR) Webinar presentation on how the different affordances of digital tools: multimodality, interactivity, collaboration, intertextuality, and identity construction, can be used to foster critical inquiry in classrooms.
This social experiment uses the Duggar family as an example of a family with differences to explore how students react to differences anonymously versus openly. Students anonymously answer questions about hurtful comments, rate negative comments about the Duggars, and discuss the comments in groups. Results are compared to show how accountability impacts what students are willing to say. The goal is to help students understand how differences are viewed and how anonymity enables online bullying versus open discussion.
Similar to Child in the City Conference, Congress Centre De Hoelen, Rotterdam 2008 (20)
Arch 558 lecture 2 2017 show with narrationAndrea Wheeler
This document discusses sustainability and sustainable architecture. It defines sustainability as development that meets present needs without compromising future generations' ability to meet their own needs. Sustainable architecture considers factors like sourcing local materials, on-site power and water treatment, passive design for ventilation and daylighting, and how occupants interact with and use buildings. Specific examples discussed are the BedZED housing project in London, which sources materials locally and has on-site power and water systems, and the Masdar city development, which aims to be carbon-neutral.
The paper analyzes the architecture of two regions in South-East Asia namely Kashmir, a state in Northern India, and Bhutan, a country located on the southern slopes of the Eastern Himalayas to challenge the uncritical adoption of values and building techniques associated with Western architecture, often inappropriate for climate and local labor, to question the notion of benefit from the perspective of sustainability. In doing so it seeks to support the cause of vernacular Architecture and also further its incorporation in contemporary sustainable building design.
Andrea Wheeler is an Assistant Professor of Architecture at Iowa State University. She has over 15 years of experience in academia, industry, and government research focused on sustainable architecture. Her research interests include sustainable building performance, social aspects of lifestyle change, and the potential for an ecological aesthetic in architecture. She has received several research grants and fellowships to support her work challenging sustainability in design.
The document discusses the importance of indoor air quality (IAQ) in school buildings and the negative impact that poor IAQ can have on student and teacher health, attendance, and educational performance. It reviews literature showing how air pollutants from materials and activities in schools can impair cognitive function. The paper also examines examples of sustainable school designs that effectively control IAQ through strategies like high ventilation rates, low-emission materials, and passive ventilation systems.
Cardiff presentation 11th august 2014 uploadedAndrea Wheeler
Dr. Andrea Wheeler is applying to contribute her expertise to the Masters programs at Cardiff University School of Architecture. She has 8 years of post-doctoral experience in sustainable design research and teaching. Her areas of research expertise include building performance, sustainable building conservation, sustainable energy and the environment, and sustainable mega buildings. She aims to bring a critical/humanities perspective on building performance and lifestyle to the Masters programs.
This document discusses frameworks for designing sustainable schools in the US and internationally. It summarizes the Passivhaus standard, which aims for ultra-low energy buildings through superinsulation, airtight construction, and passive solar design. While there is only one Passivhaus school in the US, several have been built in the UK. The document considers whether the Passivhaus standard could work for schools in Iowa's climate, and discusses case studies of existing schools in Iowa. It concludes that developing guidelines and evaluations of existing Iowa schools is needed to help envision the future of sustainable school architecture and education.
WOOD Week 11 Lecture 1 Tuesday andrea wheelerAndrea Wheeler
This document outlines the content for a week 11 lecture on wood as a construction material. It discusses the physical properties of wood, including its strength, moisture movement, and grain structure. It also covers the production of lumber from harvesting timber through sawing, seasoning, and grading. The lecture will examine wood composites, connections, uses in construction, and case studies. Students are assigned to research labs on the sustainability of wood, developments in timber connections, height limits of timber structures, and designing with new wood materials.
This document provides information about the processing of timber for construction use, including ensuring the process is sustainable. It discusses:
1. The stages involved - from sourcing mature trees through sawing, seasoning, grading, and distribution. Sourcing requires sustainable forestry practices like FSC certification.
2. Wood composites and engineered wood products used in construction, like OSB, glulam beams, and I-joists which improve structural performance.
3. Ensuring sustainability through the entire supply chain using certification, and considering issues like chemical treatments and impacts on workers and communities.
The document discusses an e-mentoring program between Loughborough University engineering students and industry professionals. The program aimed to improve student employability skills through virtual mentorship relationships. Two pilot programs showed that e-mentoring helped students gain confidence, identify skills they did not realize they had, and expand their networks. Mentors assisted with resume writing, career advice, and introductions to their own professional networks. While relationship development was sometimes challenging virtually, the e-mentoring overall helped students enhance skills for the job market beyond just technical abilities.
The document outlines the development of MEGS-KT, an online knowledge platform and community for continuing professional development in the energy sector. Researchers conducted interviews and workshops with local SMEs to understand their knowledge needs. They established a community of 50+ professionals through LinkedIn and Twitter. A series of expert lectures was held to engage members. The demonstrator platform aims to sustain this community and enable knowledge sharing. Researchers will evaluate the platform's impact and potential for broader adoption.
1. The document outlines Andrea Wheeler's background, teaching interests, and research focus on sustainable school design and participatory methods.
2. Her research examines the relationship between building design and user behavior to reduce energy consumption, and involves conducting post-occupancy evaluations with students.
3. Wheeler is interested in bringing her experience in teaching, research success, and interests in interdisciplinary and social media-enhanced learning to the Iowa School of Architecture.
Short short pitch york meeting megs kt 27th febAndrea Wheeler
This document describes the development of a knowledge sharing platform called MEGS-KT for continuing professional development in the energy sector. Research included interviews and surveys with SMEs which identified needs like accessing funding, technical knowledge, and finding work. A taxonomy was created to map the sector. A community of practice was built including fellow lectures, LinkedIn, and Twitter. The solution created was an online platform for sharing resources and a demonstrator was developed. Benefits included linking SMEs to university research and establishing a long-term community for knowledge sharing.
The document summarizes the MEGS-KT project, which aims to create continuing professional development opportunities for small and medium enterprises in the renewable energy sector. It outlines the project's activities, including assessing business needs, co-designing solutions, developing an online platform, and evaluating impact. Key achievements include engaging industry professionals, building a community of over 150 LinkedIn members and 500 Twitter followers, and piloting ideas to support green businesses and community energy projects. The project seeks extensions to complete reporting and evaluation, and plans for sustainability include links to new initiatives and ceding the online platform to community members.
The Midlands Energy Graduate School (MEGS) is a collaboration between three UK universities to conduct energy-related research and teaching. The project aims to provide a learning framework and online community of practice for energy professionals. Researchers conducted interviews and a literature review on roles in the energy sector. They developed a database of industry contacts and administered a questionnaire. Workshops allowed input on building an e-learning platform and networking tools. Feedback was obtained on the final website. The results showed participation from various professions in continued professional development training and a need to address gaps in competency requirements for renewable energy roles.
The document summarizes Mirna Ayoubi's work on the MEGS-KT research project. The objectives of the project are to construct a visual representation of the social network of small-to-medium enterprises (SMEs) in the renewable energy sector, explore how social networks can help identify and transfer knowledge within the SME community, and develop an exemplar e-learning environment. The methodology involves precedent studies, creating an SME contact database, collecting data through surveys, interviews and workshops. Insights from interviews identify barriers SMEs face such as lack of time, lack of communication of needs, and lack of work/projects. Workshops brought in speakers to discuss barriers to business growth and innovative training opportunities.
This document discusses a project called MEGS-KT (£71,000) led by Drs Andrea Wheeler and Paul Rowley. The project aims to develop an online continuing professional development (CPD) platform for the energy sector by collaborating with the existing Midlands Energy Graduate School (MEGS) community. The project addresses skills shortages by exploiting synergies between universities and small/medium enterprises. It has engaged industry representatives through workshops and captured lectures. Challenges include losing an IT developer and the need for temporary support to complete a working demonstrator platform.
The document provides information about upcoming lectures on green energy topics on Wednesday evenings from 5-7pm followed by wine and snacks. It then discusses the Green Deal program and energy efficiency assessments in the UK, including the roles of Green Deal assessors, advice organizations, providers, and installers. It aims to help attendees understand these concepts and consider if the Green Deal could work for small and medium-sized businesses.
Child in the City Conference, Congress Centre De Hoelen, Rotterdam 2008
1. The Question of Feeling at Home?
Designing for Lifestyle Change with Young
People.
Andrea Wheeler, B.A. (Hons.), Dip.Arch., M.Phil, Ph.D.,
ESRC Early Careers Interdisciplinary Research Fellow, The University of
Nottingham, Institute of Architecture/and School of Education.
(ESRC Project (RES-152-27-0001): How Can We Design Schools As Better Learning Spaces and To
Encourage Sustainable Behaviour? Co-Design Methodologies and Sustainable Communities.)
2. What do I mean by ‘feeling at home’, or
‘feeling more at home’ in school? Why is
the question significant for architects
designing sustainable schools?
3. It is important because it is one that can be asked to children, that they can
discuss, and for adults it raises the question of how we do or can we relate
to childrens’ world-views.
Furthermore, discussions with young people around this theme can raise
the need to:
[a] create better relationships within the school, to the community of the
school and local environment and suggest the requirement for more social
spaces;
[b] create/respond to a wider environmental question for a better, non-
exploitative relationship to the world and others.
For architects it may present an important opportunity to explore how co-
created architectures (in the broadest sense) could begin to address some
of the intentions raised by policy makers and the creators of the UK Building
Schools for the Future programme to transform learning and embed
sustainability into children’s experience.
4. Schools as transitional spaces …
but from what to what?
Schools as second homes?
Schools as shop windows (creating a connection to the community)
Schools as ‘malls’, ‘streets’ and ‘market places’
Schools as ‘call centres’ or mills or factories
Schools as farms and gardens
Schools as villages
5. Designing New Schools and the
Building Schools for the Future
programme
2004
Tony Blair, at the start of the programme, proposed: ‘Sustainable development will not just be a subject in
the classroom: it will be in its bricks and mortar and the way the school uses and even generates its own
power. Our students won’t just be told about sustainable development, they will see and work within it: a
living, learning place in which to explore what a sustainable lifestyle means’.[1]
1] Blair, 2004 PM Speech on Climate Change 14th September 2004, Archive No. 10 Downing Street,
London, http://www.number-10.gov.uk/output/Page6333.asp (accessed 06 May 2008)
2007
The more recent Children’s Plan: Building Brighter Futures, published in December 2007 by the Department
for Children, Schools and Families (DCSF), even states an ambition for all new school buildings to be zero
carbon by 2016.
6. The problem of pro-environmental
lifestyle change, encouraging
sustainable behaviour, and of
sustainable citizenship is not simply
about individual choice.
7. We need radical lifestyle changes
and neither educators nor
architects are providing ‘models’ or
pedagogies that can support
sustainable behaviours.
8. So what do children think? What do they
think sustainable lifestyles are? What do
they understand from teachers, from
culture and from the media? What do they
think their schools will be like? And how
do they see their relationship with the
world and others in the future?
9. The workshops
I carried out workshops with young people aged 10-14/15 years old (Years 6-10) and some sixth-
formers. I asked them about their experiences of school. I asked them a broad set of questions, about
school buildings, the school day, food, sport, how they travelled to school, playtime, play areas,
hobbies, time out of school, their local environment, their friends and I listened when stories emerged
– stories they wanted to tell me about good and bad behaviours, good and bad spaces, stories about
adult behaviours and the conflicts they feel. The stories that most interested were those that
constituted a sort of ‘event’ in the workshop and tended to be emotionally charged, (but there was also
enthusiasm in design, and in design solutions discovered). I asked them to design, both separately
and together- and was often asked to help and negotiate competing ideas in group exercises (I had
been introduced more often that not as the architect by children’s teachers).
In each school I visited I set out to carry out 4
workshops with 4-6 students over a 4 week period,
of between 1-2 hours each. Not all the students
turned up every week, not all the groups were
interested in the project, some decided not to attend
weeks 3 and 4 and others were positive and
enthusiastic and wanted to continue past the four
weeks. Some groups wanted to talk more than they
wanted to design and some wanted to design and
not answer my questions. Sixth formers tended to
be keen to discuss, 14 year olds tended to be
suspicious, concerned with what others in the group
thought, judged others in the group and wanted to
know whether my research would really achieve
anything (backing this up with their own stories).
10. 1. “Global Warming Panic”
DIALOGUE 1
V1: Has anyone seen that movie? The day after tomorrow?
The media portrayal of V2: Yes
environmental change loomed V1: Some people that that is going to happen, the day after
tomorrow.
large, the young peoples’ V3: Oh is that the one where the earth gets flooded? Yes,
stories expressed a real the world all gets flooded and stuff like that.
problem of how do we get V4: I gave all my clothes to the Tsunami when that
happened.
young people to behave V3: What do you wear then?
responsibly towards a broader V2: I don’t know what’s going to happen to the world, who
knows what’s going to really happen. Whether we’re
and future other whose world going to get finished off by flooding, whether it’s going
to fly into the Sun, whether we’re all going to die due to
we cannot know and where our global warming.
action has no immediate or V3: We’ve got a few years left.
apparent effect? V2: Whether the Magma’s going to come out and flood the
world with Magma. Who knows whether someone will
create a Zombie virus and bring Zombies, dead people
back to life. Who knows if aliens don’t exist and they
might destroy the earth. I’m just coming up with theories
about what might happen to the earth. I’m thinking be
might implode.
11. 2. “Is it our responsibility?”
DIALOGUE 2
AW: What do you think it would take to make people behave
more sustainably?
Whilst young people felt V1: There’s a lot of rubbish on the field, more bins around the
confused by media back for the school… […]
V2: Supermarkets are saying to people [to recycle], but they
portrayals of the dangers of put drinks in packets and wrappers […]
environmental change and V3: On some packing it says you can recycle it, but some
global warming they also people just chuck it on the floor […]
V2: Because one some games, computer games, there’s like
questioned me on whose plastic and you’ve got to separate it […] they should make
responsibility it was. Should an easier way to recycle.
I really be trying to change V3: It’s not just like the public getting it wrong because the
Government aren’t really doing much about it […] and
their and others they are sending it to India!
behaviours? AW: Yeah, I saw that TV programme too.
V2: Everyone is just worrying about the credit crunch, the credit
crunch at the moment.
V3: It might be about the public, but it is the Government as
well.
12. 3. “It costs more to be
environmentally friendly
doesn’t it?”
18. What does this mean for building sustainable schools?
If sustainable development is to be encouraged honestly and effectively, young people
will have to enter into a discussion of community, relation, social cohesion and all the
political and philosophical complexities this entails.
Furthermore, young people will have to reconcile the need for reduced consumption
with the consumerist norms of their peers – which is certainly a challenge for the
teaching profession. Exploring the question of living and dwelling – of feeling at home
- with young people presents a way to explore these issues and a way for architects to
respond. We need some very different ways of both teaching and designing in the
21st century if we are to address the social and environmental problems that climate
change will bring and important issues are being ignored: we may need to change the
structures, institutions and processes that govern how we live our lives, and the
inequalities we experience in our society. We need pedagogies of connection.