This document discusses sustainable built environments and pedagogical approaches to teaching sustainability. It provides context on the evolution of sustainability concepts and benchmarks for sustainable design and construction. It also outlines the curriculum developed at the School of Planning and Architecture to integrate sustainability issues into their Master's in Building Engineering and Management program. The curriculum embeds sustainability across core and support course areas and is being disseminated to other institutions to strengthen sustainability education.

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

2. Sustainability: Issues

3. Sustainability: Issues

4. Conceptual Framework of Sustainability Sustainable built environment aims at creation of buildings through: efficient design and construction processes use less energy during construction and operation expend less water produce no waste in construction or operation made of materials and resources derived from sustainable sources Professionally, sustainable built environment relies on efficient design and construction processes

5. Design and Construction Process for Sustainable Built Environment

6. Benchmarking Sustainability Recent facets of sustainable built environment Measures improvements accomplished through design and construction Emphasis on voluntary benchmarking rather than regulation Primary benchmarking frameworks Leadership in Energy and Environmental Design (LEED) BRE Environmental Assessment Method (BREEAM) LEED India : Indian Green Building Council initiative Locally inspired framework : GRIHA – National rating system Sustainability : “the ability of a society, ecosystem, or any such ongoing system to continue functioning into the infinite future” AIA

7. Evolution of Concepts Concerning Sustainability Climate responsive traditional building solutions have always formed a strong basis in each evolution form

8. Traditional Buildings Location:Cold and Dry Region Building Envelope: Sun dried earth brick masonry

9. INDIAN INSTITUTE OF TECHNOLOGY Location:HauzKhas, New Delhi. Shading Devices: Vertical fins, deep recessed windows Building Envelope: Brick masonry, RCC

10. ANSAL BHAVAN, NEW DELHI Location: Connaught Place, New Delhi. Shading Devices: Projected tapering box-type windows (equivalent to Egg crate shading devices). Building Envelope: , Brick masonry, cement mortar plaster SECTION PLAN

11. KIDWAI BHAVAN, NEW DELHI Location: Connaught place, Jan Path, New Delhi. Shading Devices: Vertical fins, Horizontal fins, Sunken Windows, sun screen Building Envelope:Brick masonry, plaster, SECTION PLAN

12. TIMES OF INDIA BUILDING, NEW DELHI Location:Bahadur Shah ZafarMarg, New Delhi. Shading Devices: Inclined fins, west protection Building Envelope: Brick masonry, plaster FRONT ELEVATION PLAN

13. SCOPE BUILDING CGO COMPLEX, LODI ROAD, N. DELHI Location:Lodi Road Complex, New Delhi. Shading Devices: Vertical fins, deep recessed windows Building Envelope: Brick masonry, Sand-stone cladding

14. INDIA HABITAT CENTER Location:Lodi Road, New Delhi. Shading Devices: Recessed windows Building Envelope: Brick masonry, Brick cladding

15. OFFICE BUILDING, CGO COMPLEX, LODI ROAD, N. DELHI Location:Lodi Road Complex, New Delhi. Shading Devices: Deep recessed windows Building Envelope: Brick masonry, Sand-stone cladding

19. Wider Issues of Sustainability Typically critical concerns: environmental, social and economic Other specific critical areas: Functional efficiency (and validity) Process of building design and construction Lifecycle perspective of the building Nature of changes building undergoes Organizational capacity for Operation & maintenance Deconstruction or adaptive re-use for alternative functions Sustainable design process: undesirable to re-visit earlier stage(s)

20. Wider Issues of Sustainability Wasteful re-works during design development add to cost of quality by increasing cost of non-conformance Sustainable design approach avoids frequent changes during design stage A robust project brief developed through multi-stakeholder participation and decisions rooted in wisdom of committed team are essential for well-initiated sustainable project To be reliable in the life cycle context, sustainable building design is evolved through planned processes

21. Role Perception of Built Environment Design Multi-specialty team a prerequisite for successful delivery of sustainable building project Knowledge and skill competence in own discipline and appreciation of adjacent specializations a must Team cohesion is not adequate; appreciation and understanding is more relevant Between the clearly demarcated discipline domains, there is also a fuzzy decision space that lays foundation for good design in the respective specialties

22. Role Perception of Built Environment Design Competence, attitude and managerial capabilities need to be elaborated for developing role profile for the participating professionals Role perception: Pedagogy context of Master’s degree course in Building Engineering and Management at the School of Planning and Architecture (SPA)

23. Pedagogical Dimensions of Sustainable Built Environment Modeling of proposals (including BIM) Land use and space planning Site planning Laws, codes, standards on sustainability Local knowledge and local building practices in design process Functional planning Sustainability feasibility / verification / validation

24. Pedagogical Dimensions of Sustainable Built Environment Building envelope Building physical system and materials Engineering system (MEP) integration Environmental engineering Health and safety Disaster vulnerability Financial and cost analysis and modeling for sustainable proposal Project management

25. Approach for Sustainability Integration in Master’s Degree Course in Building Engineering and Management (Established 1979) at SPA

26. Embedding of Sustainability Issues in BEM Course Structure Evolution of course: Stage1: Role profile definition and establishing its relevance in practice Stage 2: Management disciplines integrated within the course structure Stage 3: Specific project performance in terms of various sustainability Sustainability issues embedded in individual areas of course Matrix shows sustainability issues overlaid in core areas and support areas Shade intensities representing moderate, considerable, significant and total focus

27. Matrix Showing Sustainability Issues

28. Dissemination of the Curricular Model Model being disseminated to other institutions in country through: Quality Improvement Programs (QIPs) for the academia and professionals Partnerships with Industry and Software Vendors e.g. Autodesk Participation in workshops and seminars

29. Conclusions Delivering sustainable buildings : new dimensions to the professional practice educational systems Drawing from the evolution of sustainable design and modification to the role perceptions, mapping onto curricular modules needs understanding

30. Conclusions 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 One key feature of the attempts described is the attention to the local technical and cultural dimensions of sustainability in reference to buildings. Local codes, bylaws, practices, and cultural issues have sharpened the changes made to the curricular program.

31. Conclusions With the involvement of industry professionals of international exposure, the program has been further strengthened The model of BEM presents a developing country perspective on sustainability education for built environment

32. Thank you