1) The document provides details on Andrea Wheeler's qualifications and experience which include degrees in architecture, timber engineering, and architectural design theory as well as research experience and publications.
2) Wheeler has held various roles in academia, research, and industry related to sustainable construction materials and retrofitting traditional buildings.
3) She is applying for a position as Lecturer in Architectural Technology and outlines her research experience, teaching aspirations, and how her background is suited to this role.
Windsor Conference April 12th - 15th 2012 POSTER PRESENTATIONAndrea Wheeler
The document examines why the actual energy performance of new school buildings frequently fails to meet predicted levels, despite being designed and modeled for energy efficiency. It discusses a project called PostOPE that combined different assessment methods to understand the differences between predicted and actual energy use in schools. The project found that issues like poorly functioning windows and ventilation systems, a lack of understanding of sustainable design features, and prohibitive rules around space usage contributed to the energy performance gap in the school buildings studied.
2nd International Conference on Geographies of Education 2012Andrea Wheeler
The document announces an upcoming conference on September 10-11, 2012 about sustainable schools and wellbeing, with a keynote speaker Andrea Wheeler who will discuss her research exploring how to design sustainable schools to encourage sustainable behavior through participatory design with children and examining concepts of agency, citizenship, and wellbeing.
The document lists the names and email addresses of several teachers from White Oak Independent School District. It also contains repeated sections showing various educational technology tools and websites for teaching.
Amy Graves and I presented with Travis Jonker and John Schumacher about using apps in public and school libraries. This is the public library portion. It was terrific fun with a standing room only crowd!
Bad Architects Group is an international network of 17 partner architecture firms located worldwide. The group has offices in Innsbruck, Austria and has completed projects across Europe and the Middle East, ranging from housing developments, offices, and public structures. As an interdisciplinary practice, Bad Architects Group also engages in teaching, workshops, and publications.
The document discusses reanalysis methods in structural optimization. Specifically, it describes the direct method of reanalysis which allows reanalyzing a structure efficiently if design variables like cross-sectional dimensions change. It involves formulating the reanalysis by decomposing the global stiffness matrix [K] into the original matrix [K*] and change matrix [ΔK]. The direct method then recomputes the modified inverse of [K] or the modified displacement vector [Δr] using techniques like Sherman-Morrison identity or algorithms by Argyris and Roy to solve for changes efficiently without fully reanalyzing the structure.
The document discusses element selection for structural analysis in ANSYS. It provides an overview of commonly used element types, including 2D and 3D solid elements, 3D shell elements, and line elements. It explains the naming conventions and characteristics of different element orders and types. Key factors to consider in element selection include problem type, expected stress gradients, computational efficiency, and element shape/mesh quality.
Windsor Conference April 12th - 15th 2012 POSTER PRESENTATIONAndrea Wheeler
The document examines why the actual energy performance of new school buildings frequently fails to meet predicted levels, despite being designed and modeled for energy efficiency. It discusses a project called PostOPE that combined different assessment methods to understand the differences between predicted and actual energy use in schools. The project found that issues like poorly functioning windows and ventilation systems, a lack of understanding of sustainable design features, and prohibitive rules around space usage contributed to the energy performance gap in the school buildings studied.
2nd International Conference on Geographies of Education 2012Andrea Wheeler
The document announces an upcoming conference on September 10-11, 2012 about sustainable schools and wellbeing, with a keynote speaker Andrea Wheeler who will discuss her research exploring how to design sustainable schools to encourage sustainable behavior through participatory design with children and examining concepts of agency, citizenship, and wellbeing.
The document lists the names and email addresses of several teachers from White Oak Independent School District. It also contains repeated sections showing various educational technology tools and websites for teaching.
Amy Graves and I presented with Travis Jonker and John Schumacher about using apps in public and school libraries. This is the public library portion. It was terrific fun with a standing room only crowd!
Bad Architects Group is an international network of 17 partner architecture firms located worldwide. The group has offices in Innsbruck, Austria and has completed projects across Europe and the Middle East, ranging from housing developments, offices, and public structures. As an interdisciplinary practice, Bad Architects Group also engages in teaching, workshops, and publications.
The document discusses reanalysis methods in structural optimization. Specifically, it describes the direct method of reanalysis which allows reanalyzing a structure efficiently if design variables like cross-sectional dimensions change. It involves formulating the reanalysis by decomposing the global stiffness matrix [K] into the original matrix [K*] and change matrix [ΔK]. The direct method then recomputes the modified inverse of [K] or the modified displacement vector [Δr] using techniques like Sherman-Morrison identity or algorithms by Argyris and Roy to solve for changes efficiently without fully reanalyzing the structure.
The document discusses element selection for structural analysis in ANSYS. It provides an overview of commonly used element types, including 2D and 3D solid elements, 3D shell elements, and line elements. It explains the naming conventions and characteristics of different element orders and types. Key factors to consider in element selection include problem type, expected stress gradients, computational efficiency, and element shape/mesh quality.
Teaching kids and students with limited technical backgrounds requires an interactive hands-on approach. This presentation gives some tips for being successful in the classroom.
The document discusses different types of structures including frame, shell, arch, mass, suspension, and mixed structures. It describes the key characteristics of each type. Frame structures are composed of joined tubes or bars and are lightweight but cannot withstand large loads. Shell structures have a thin outer layer surrounding an empty or filled space with forces spread throughout. Arches use their own weight to displace forces to the sides. Mass structures simply use clumped materials filled the entire body. Suspension structures hold elements with cables from top columns. The document also discusses structural elements, types of unions between elements, and forces on elements including tension, compression, shear, torsion, and bending.
The document discusses different types of structures and structural elements. It describes structures as groups of elements that support loads with stability. The main types of structures are frames, shells, arches, masses, and suspensions. Frame structures are made of long connecting elements like bars and tubes. Shell structures have a thin outer layer, like car bodies. Arch structures leave space underneath and allow things to pass through. Masses are simply filled with material. Suspension structures hold elements with cables from tall columns. Structural elements include foundations, columns, beams, and primary beams. Unions can be permanent or allow disassembly. Forces on elements include tension, compression, shear, torsion, and bending.
Steve Jones presents "Development of Civil Engineering Design skills through active learning" at the University of Liverpool Learning and Teaching Conference 2009.
In 2008 the Department of Engineering launched the Liverpool Engineer initiative, which comprises an educational framework incorporating the principles of CDIO to develop multifaceted engineers ready to meet the professional needs of the 21st century. Active learning is at the core of the Liverpool Engineer learning and teaching philosophy. For Civil Engineering students the development of open minded design skills is fostered through a series of three Design-Build-Test projects, introduced in the first year of their academic studies. Students work in groups to develop a model cardboard bridge. The new Active Learning Laboratory was completed in 2008 and provides an ideal facility for these projects.
The structured progression of the bridge design projects allows students to explore the properties of tension and compression members fabricated from cardboard. Their findings are compared with member properties derived from computer structural analyses to allow them to develop a complete bridge structure with the specified factor of safety. The truss geometry and member properties of the first "Icebreaker" bridge are tightly constrained. For the second and third bridges the student groups have increasing freedom to develop their own concepts and structural solutions to the problem.
The presentation will focus on the student experience and some problems and pitfalls encountered with their understanding of structural behaviour.
Refer to:
(1) The Design of Building Structures (Vol.1, Vol. 2), rev. ed., PDF eBook by Wolfgang Schueller, 2016, published originally by Prentice Hall, 1996, (2) Building Support Structures, Analysis and Design with SAP2000 Software, 2nd ed., eBook by Wolfgang Schueller, 2015.
Architecture is more than just buildings - it is life itself taking physical form. It is a creative spirit that reflects the nature of humanity and how we live. Great architecture designs ideal environments for people through the arrangement of space in a way that contains, stimulates, and exalts the individuals within. It conveys a view of what the proper environment for humans should be. Architecture is not just decorating the outside of a box, applying styles as fashion, or doing literal representation. It uses space to create total environments and an idealized world for people to inhabit.
High-rise commercial buildings are icons of modern society that symbolize the power of commerce. They add a third dimension to cities. For businesses, having an office in an attractive high-rise building provides advantages like better customer confidence and corporate identity. A high-rise is defined as a building over 35 meters tall, constructed using a structural frame and elevators. High-rises are classified by style and have various structural forms determined by factors like human scale, climate and cost. Their loads come from gravity, weather, and human use. Core elements include stairs, elevators, and utilities that provide vertical circulation and access.
Lee W. Waldrep gave a presentation on becoming an architect. He discussed that architects must complete education, experience, and licensing to practice independently. Education involves a professional degree from an accredited program. Experience requires an internship with training in various areas like design, construction documents, and management. One must then pass the Architect Registration Exam to obtain licensure. The presentation provided resources for learning about architecture as a career.
This document provides information about a unit on geometry in art that incorporates various assessments and technology integration. The unit focuses on identifying geometric relationships in art, architecture, and nature. Students will research an assigned area, present their findings to the class via a wiki, and create a quiz over their topic. Assessments include pre/post-tests, quizzes, observations of student presentations and discussions. Technology like PowerPoint, blogs, and online concept maps are used to support student learning and demonstrate understanding of geometric relationships.
The document proposes using $1 million and 6 months to create textbook software for tablets. It would provide mobility by consolidating all course texts into one device, saving trees by eliminating paper, and adding interactivity to engage students. The creator would start by collaborating with a game developer friend experienced in user experience design, and programmer friends from MIT who could be paid in home cooked meals. The software aims to benefit the environment and students by streamlining course materials onto a single tablet.
The document defines models as recognizable 3D representations of real or abstract things or systems. Models can be used to enlarge small objects or reduce large objects so they can be observed. They can also demonstrate interior structures or movements clearly. There are several types of models: solid models replicate externals; cross-sectional models show internals; working models demonstrate functioning; and constructional models show how parts assemble. Models enhance learning by engaging multiple senses, saving time and effort, and helping recall. They make complex ideas simpler and applications clearer.
This document provides an overview of the field of engineering through quotes and facts from various sources. It discusses how engineering has influenced many innovations through designing solutions to problems. Engineers take math and science and apply it to inventing and building things. They work as part of teams to find creative solutions to challenges like developing recycling systems or designing earthquake-resistant schools. The document also provides statistics on engineering job opportunities and average salaries for different engineering specialties.
Conferencia Magistral al VI Congreso Internacional "Sobre desarrollo de infrastructura fisica educativa", San Luis Potosi', Mexico 17 - 19 octubre 2007
Science by inquiry learning approach.pptxMohd Mahatab
The document discusses the 5E instructional model, which is based on constructivist learning theory. The 5E model structures learning into five phases: Engage, Explore, Explain, Elaborate, and Evaluate. Each phase has a purpose - Engage piques student interest, Explore allows hands-on exploration, Explain introduces formal explanations, Elaborate extends understanding, and Evaluate assesses comprehension. Two sample science lesson plans are provided that demonstrate how activities in each phase can be designed to teach concepts like simple circuits and natural resources using an inquiry-based approach.
The document provides advice for young people considering careers in computing. It discusses how computing is an evolving field that has changed society with the internet and offers excellent job opportunities. Careers in computing can provide financial success, as the top 20 richest people include founders of major tech companies like Microsoft, Oracle, Facebook, and Google. The document recommends embracing a career in computing and joining professional organizations like the ACM to gain benefits. It emphasizes that no matter what computing subfield is chosen, there will be opportunities for a successful career.
Highly Learnable Open Hardware, Open Hardware Summit 2010michaelshiloh
Michael Shiloh is a tinkerer and teacher interested in teaching electronics using accessible materials. He runs an organization called "Teach Me To Make" that focuses on using common household objects and low-cost components to demystify science and allow others to replicate projects. Some examples include using clothespins and popsicle sticks to control a remote control vehicle. He has found solderless breadboards can be difficult for newcomers, so explores alternatives like implementing simple circuits and an Arduino board directly on wood. The goal is to inspire excitement about tinkering using very approachable methods and materials.
The document discusses redesigning classrooms for 21st century learning. It argues that the traditional lecture-style classroom is outdated and that students learn best through hands-on and collaborative learning. The document outlines six changes needed for modern classrooms, including more flexible and technology-enabled spaces that accommodate group work and various teaching styles. It emphasizes the importance of involving teachers in the redesign process and ensuring technology enhances the learning experience.
CoolJunk designs hands-on learning kits for STEM subjects like electronics. It conducted successful workshops for 1500 students from 22 schools using its electronics kit. The workshops allowed students to gain practical experience building projects with the kits. CoolJunk also trained teachers from 30 schools on using the kits to teach physics concepts. It aims to make textbook science more practical through do-it-yourself kits.
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.
This document is a portfolio from a student named Chong Kit Yee documenting their work in the Introduction to Design module. It includes summaries and reflections of two projects exploring design elements and principles through sketching and daily item artwork. It also describes a project to create a 3D mobile structure based on the keyword "genius" for an Iron Man Lego figure. The portfolio demonstrates the student's understanding of design concepts and their design process.
Teaching kids and students with limited technical backgrounds requires an interactive hands-on approach. This presentation gives some tips for being successful in the classroom.
The document discusses different types of structures including frame, shell, arch, mass, suspension, and mixed structures. It describes the key characteristics of each type. Frame structures are composed of joined tubes or bars and are lightweight but cannot withstand large loads. Shell structures have a thin outer layer surrounding an empty or filled space with forces spread throughout. Arches use their own weight to displace forces to the sides. Mass structures simply use clumped materials filled the entire body. Suspension structures hold elements with cables from top columns. The document also discusses structural elements, types of unions between elements, and forces on elements including tension, compression, shear, torsion, and bending.
The document discusses different types of structures and structural elements. It describes structures as groups of elements that support loads with stability. The main types of structures are frames, shells, arches, masses, and suspensions. Frame structures are made of long connecting elements like bars and tubes. Shell structures have a thin outer layer, like car bodies. Arch structures leave space underneath and allow things to pass through. Masses are simply filled with material. Suspension structures hold elements with cables from tall columns. Structural elements include foundations, columns, beams, and primary beams. Unions can be permanent or allow disassembly. Forces on elements include tension, compression, shear, torsion, and bending.
Steve Jones presents "Development of Civil Engineering Design skills through active learning" at the University of Liverpool Learning and Teaching Conference 2009.
In 2008 the Department of Engineering launched the Liverpool Engineer initiative, which comprises an educational framework incorporating the principles of CDIO to develop multifaceted engineers ready to meet the professional needs of the 21st century. Active learning is at the core of the Liverpool Engineer learning and teaching philosophy. For Civil Engineering students the development of open minded design skills is fostered through a series of three Design-Build-Test projects, introduced in the first year of their academic studies. Students work in groups to develop a model cardboard bridge. The new Active Learning Laboratory was completed in 2008 and provides an ideal facility for these projects.
The structured progression of the bridge design projects allows students to explore the properties of tension and compression members fabricated from cardboard. Their findings are compared with member properties derived from computer structural analyses to allow them to develop a complete bridge structure with the specified factor of safety. The truss geometry and member properties of the first "Icebreaker" bridge are tightly constrained. For the second and third bridges the student groups have increasing freedom to develop their own concepts and structural solutions to the problem.
The presentation will focus on the student experience and some problems and pitfalls encountered with their understanding of structural behaviour.
Refer to:
(1) The Design of Building Structures (Vol.1, Vol. 2), rev. ed., PDF eBook by Wolfgang Schueller, 2016, published originally by Prentice Hall, 1996, (2) Building Support Structures, Analysis and Design with SAP2000 Software, 2nd ed., eBook by Wolfgang Schueller, 2015.
Architecture is more than just buildings - it is life itself taking physical form. It is a creative spirit that reflects the nature of humanity and how we live. Great architecture designs ideal environments for people through the arrangement of space in a way that contains, stimulates, and exalts the individuals within. It conveys a view of what the proper environment for humans should be. Architecture is not just decorating the outside of a box, applying styles as fashion, or doing literal representation. It uses space to create total environments and an idealized world for people to inhabit.
High-rise commercial buildings are icons of modern society that symbolize the power of commerce. They add a third dimension to cities. For businesses, having an office in an attractive high-rise building provides advantages like better customer confidence and corporate identity. A high-rise is defined as a building over 35 meters tall, constructed using a structural frame and elevators. High-rises are classified by style and have various structural forms determined by factors like human scale, climate and cost. Their loads come from gravity, weather, and human use. Core elements include stairs, elevators, and utilities that provide vertical circulation and access.
Lee W. Waldrep gave a presentation on becoming an architect. He discussed that architects must complete education, experience, and licensing to practice independently. Education involves a professional degree from an accredited program. Experience requires an internship with training in various areas like design, construction documents, and management. One must then pass the Architect Registration Exam to obtain licensure. The presentation provided resources for learning about architecture as a career.
This document provides information about a unit on geometry in art that incorporates various assessments and technology integration. The unit focuses on identifying geometric relationships in art, architecture, and nature. Students will research an assigned area, present their findings to the class via a wiki, and create a quiz over their topic. Assessments include pre/post-tests, quizzes, observations of student presentations and discussions. Technology like PowerPoint, blogs, and online concept maps are used to support student learning and demonstrate understanding of geometric relationships.
The document proposes using $1 million and 6 months to create textbook software for tablets. It would provide mobility by consolidating all course texts into one device, saving trees by eliminating paper, and adding interactivity to engage students. The creator would start by collaborating with a game developer friend experienced in user experience design, and programmer friends from MIT who could be paid in home cooked meals. The software aims to benefit the environment and students by streamlining course materials onto a single tablet.
The document defines models as recognizable 3D representations of real or abstract things or systems. Models can be used to enlarge small objects or reduce large objects so they can be observed. They can also demonstrate interior structures or movements clearly. There are several types of models: solid models replicate externals; cross-sectional models show internals; working models demonstrate functioning; and constructional models show how parts assemble. Models enhance learning by engaging multiple senses, saving time and effort, and helping recall. They make complex ideas simpler and applications clearer.
This document provides an overview of the field of engineering through quotes and facts from various sources. It discusses how engineering has influenced many innovations through designing solutions to problems. Engineers take math and science and apply it to inventing and building things. They work as part of teams to find creative solutions to challenges like developing recycling systems or designing earthquake-resistant schools. The document also provides statistics on engineering job opportunities and average salaries for different engineering specialties.
Conferencia Magistral al VI Congreso Internacional "Sobre desarrollo de infrastructura fisica educativa", San Luis Potosi', Mexico 17 - 19 octubre 2007
Science by inquiry learning approach.pptxMohd Mahatab
The document discusses the 5E instructional model, which is based on constructivist learning theory. The 5E model structures learning into five phases: Engage, Explore, Explain, Elaborate, and Evaluate. Each phase has a purpose - Engage piques student interest, Explore allows hands-on exploration, Explain introduces formal explanations, Elaborate extends understanding, and Evaluate assesses comprehension. Two sample science lesson plans are provided that demonstrate how activities in each phase can be designed to teach concepts like simple circuits and natural resources using an inquiry-based approach.
The document provides advice for young people considering careers in computing. It discusses how computing is an evolving field that has changed society with the internet and offers excellent job opportunities. Careers in computing can provide financial success, as the top 20 richest people include founders of major tech companies like Microsoft, Oracle, Facebook, and Google. The document recommends embracing a career in computing and joining professional organizations like the ACM to gain benefits. It emphasizes that no matter what computing subfield is chosen, there will be opportunities for a successful career.
Highly Learnable Open Hardware, Open Hardware Summit 2010michaelshiloh
Michael Shiloh is a tinkerer and teacher interested in teaching electronics using accessible materials. He runs an organization called "Teach Me To Make" that focuses on using common household objects and low-cost components to demystify science and allow others to replicate projects. Some examples include using clothespins and popsicle sticks to control a remote control vehicle. He has found solderless breadboards can be difficult for newcomers, so explores alternatives like implementing simple circuits and an Arduino board directly on wood. The goal is to inspire excitement about tinkering using very approachable methods and materials.
The document discusses redesigning classrooms for 21st century learning. It argues that the traditional lecture-style classroom is outdated and that students learn best through hands-on and collaborative learning. The document outlines six changes needed for modern classrooms, including more flexible and technology-enabled spaces that accommodate group work and various teaching styles. It emphasizes the importance of involving teachers in the redesign process and ensuring technology enhances the learning experience.
CoolJunk designs hands-on learning kits for STEM subjects like electronics. It conducted successful workshops for 1500 students from 22 schools using its electronics kit. The workshops allowed students to gain practical experience building projects with the kits. CoolJunk also trained teachers from 30 schools on using the kits to teach physics concepts. It aims to make textbook science more practical through do-it-yourself kits.
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.
This document is a portfolio from a student named Chong Kit Yee documenting their work in the Introduction to Design module. It includes summaries and reflections of two projects exploring design elements and principles through sketching and daily item artwork. It also describes a project to create a 3D mobile structure based on the keyword "genius" for an Iron Man Lego figure. The portfolio demonstrates the student's understanding of design concepts and their design process.
This document provides an overview of designing sustainable and relocatable classrooms. It discusses key issues like energy and water use, materials, indoor environmental quality, and waste. International and national case studies showcase best practices, like classrooms that use minimal energy and have good ventilation. However, many relocatables currently struggle with high energy use, poor ventilation, noise, and off-gassing of chemicals. The document sets aspirational targets for sustainability in future relocatable classrooms and links these issues to green building rating systems. It also highlights the need for classrooms to support different teaching approaches and motivate student inquiry.
Ict in maths presentation for my favourite lessonjharnwell
This document discusses various technologies that teachers can use in mathematics education. It describes tools for tracking homework assignments, communicating with students and parents, flipping the classroom, creating screencasts and applets, using blogs, bookmarking resources, and using programs like Google Sketchup and Google Earth. Examples are provided for how each tool could be implemented in a classroom.
This document outlines how to teach design thinking methodology to students through a chair design challenge. It describes the design thinking process which includes empathizing with end users through interviews and observations, rapidly prototyping ideas using paper, testing prototypes with users, building the chairs, testing throughout the building process, critiquing, and sharing lessons learned. The goal is for students to learn creative problem solving and experience the full design process.
The document discusses how students used MacBooks, iPod touches, and new technology over the course of one month. The students created podcasts, presentations, and comic books to enhance their learning. The technology allowed the students to take ownership of their learning, help each other, and express themselves with fewer mistakes. It also improved students' fluency, engagement, and retention of information. The teacher saw students who were previously afraid of presentations and those who struggled with pronunciation benefit greatly from the new technologies.
Further Explorations in Simplifying Electronics for Education, Sketching in H...michaelshiloh
This document summarizes Michael Shiloh's work teaching physical computing and electronics using unusual household objects. He found that using familiar items like popsicle sticks, coffee cans, and clothes pins reduced barriers to learning. Students learned Arduino programming and circuitry while building robots from these materials, like coffee can robots for an art show. Students bonded with their creations and enjoyed giving them personality through customization. Shiloh concludes this approach immediately engages students and supports flexible, creative learning.
The document discusses ways to maximize the potential of SMART Board interactive whiteboards in the classroom. It provides examples of using the boards for higher-order thinking activities, engaging lessons like student storytelling and podcasts, and transforming instruction through student-centered approaches where students create materials and teach each other. The goal is to ignite learning throughout the school by turning up the "HEAT" of instruction with the boards.
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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.
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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.
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Presentation 24 October 2012 to School of Civil and Building Engineering, Loughborough University
1. Lecturer in Architecture
School of Civil and Building Engineering
Loughborough University
Andrea Wheeler
BA(Hons) Dip Arch (Oxford)
MPhil (Mech. Eng.) PhD (Architecture)
“My past work experience, skills and aspirations of research and
teaching in the School”
24 October 2012
2. Outline
•Qualifications and work experience.
•Research experience and academic achievements
suitable to the position of Lecturer in Architectural
Technology.
•Teaching and learning aspirations for an academic
career.
6. Academic Background.
Prize winning student
BA (Hons) Architecture, Second year prize for
outstanding achievement
National Diploma in Art and Design. Fine Art/ Studio
Practice (Distinction)
Graduate Diploma in Architecture – Prizes for Graphics
and Dissertation
7. MPhil (Timber Engineering
Research and Structural
Connection Technology)
Certificate Institute of Wood
Science (Timber Industry
Qualification)
TRADA Technology Ltd.,
Sponsorship – FULL
SCHOLARSHIP
Hutchinson, Allan and Andrea
Wheeler (1998) “Resin Bonded
Repairs to Timber Structures”.
International Journal of
Adhesion and Adhesives, 18, 1-
13.
8. PhD architectural DESIGN THEORY/
ethics in the built environment
through contemporary dialogues
The University of Nottingham –
AHRC Full Scholarship
Wheeler, Andrea (2008) "About
being-two in an architectural
perspective". In Conversations,
Luce Irigaray (ed.) Continuum. pp.
53 – 72
Wheeler, Andrea (2008)
"Architectural Issues in Building
Community through Luce
Irigaray's Perspective on being-
two". In, Teaching Luce Irigaray
(ed.) Continuum. pp. 61- 68
9. Industrial Experience
Architects, Engineers, Planning Consultants and Policy
Defra, London (Policy)
Walker Troup, Architects
Shere Consulting Ltd., (Planning)
Redmak Architects, Nottingham
Derek Latham Architects, Derby
Regeneration East Midlands (Planning)
March and Grochowski, Nottingham (Architects)
Design Group Cambridge (Architects)
Holder and Mathias Alcock, Architects, Cardiff
10. Post Doctoral Research –
Success in Research Funding
Post doctoral UK Energy Research Council/ESRC , 3
year Interdisciplinary Early Careers Fellowship , The
University of Nottingham (£220,000 over 3 years)
Universitas 21 lecture series
UK Energy Research Council “The Meeting Place”
Oxford
Learning and Teaching Coordinator CEDE (Projects
with Simon Austin an Jacqui Glass (HEA Departmental
Award £29, 750) and Megs-KT (JISC £72, 872)
11. Education and sustainable design –
Aims of post doctoral fellowship
• How to engage young people in the problems
of sustainable design and sustainable
lifestyles.
• The role of schools and of education.
• The relationship of architectural design,
theories and policies of participation.
12. Yes but…
Post Doctoral Research Fellowship - Sustainable School Design
Workshops with Children
15. Academic Secondment/ Research Fellow
Update to Defra’s 2008 Framework for Pro-
Environmental Behaviours
The Sustainable Lifestyles Framework
(2011)
16.
17. POE supporting different ways
of being
POE
supporting
emergent
technologies
But which
is the
most
significant?
17
18. Problem. Why do modern building designed for
energy efficiency, using modern simulation
prediction tools, frequently fail to perform as
intended? Why is the difference between predicted
and actual energy use of schools so high?
Objective. Understand this difference and
determine a way to assess this difference.
Action: Our emergent approach for sustainable
schools. PostOPE (the project) combined different
assessment methods .
IMPACT: POE already making a difference in
schools. The importance of application of whole
school methods for the construction industry.
19. Case Study One Case Study Two Case Study Three
Windows and ventilation systems “We also have this automatic window “In the whole school there are automatic “Sometimes they [the classrooms] are
thing for when it gets too stuffy. When windows that you have to open and really warm and the windows don’t
you produce too much CO2 the close with a key and there are only open. None of the windows open. Only
windows open, it's automatic [...] If you about four keys in the whole school. So the lower ones. In the summer it’s really
talk too much in classroom they open that kind of means that you can’t open hot” (Year 7 pupil.) Researcher 1: “Are
(laughs)”. the windows in some departments there things you think the architect
because you haven’t got a key.” could have done better?” “Just the
windows.”
ICT and computers “All the computers are always on, they “In there [computer room] as well is the “On hot days the IT suites are the best
are never switched off by the power. study centre [full of computers] and it because of the air conditioning.”
They are always on standby. [...] it's just gets very hot and even if the air con is
that the monitor is off. You just logoff on only slight areas get it and it gets
and you don't shut it down”. very hot.”
Attitudes to energy efficiency and “I think we should but we have gotten ““I don't even think we are trying. It “...if no one moves in the classroom
sustainability used to everything and don't want to go feels like they don't even think they care. then the lights go out and so it’s like
back to basics” But they are always banging on about it. when people go out of the room the
They are always telling us to save lights go off and so the bills are lower.
energy but why not them”. So do you think the bills are lower in
this new school? You’re paying less for
your electricity and gas or not? Possibly
not, because it’s bigger.”
Natural and artificial light “It happens [automatic lights switch on] “In the art and music corridor there are “I think we should stop lighting the
when you go in, but when you go out full size windows, they go down the full school in the day as the sun lights it up
everyone turns them off anyway. In PE length of the building, the problem is alot and we’re wasting electricity”
that's what happens as they will go off in that you have to, if you have projectors (Final ‘design’ session, Year 8 pupil).
the changing rooms and in PE you just on in an art department you can’t
have to jump about a bit. In the store actually see because they don’t have
rooms it is straight on. You walk in and blinds so you can’t actually lower the
it just turns on. Cleaners’ cupboards and blinds so the projector can see so then
stuff”. you can’t really see anything.”
19
20. SUMMARY FINDINGS
1. Contradictions between what adults say and what they
tell children to do. A mismatch between designers
intention and teachers ability to manage the
behaviours of pupils – (many examples – dining
biggest issue)
2. Poorly functioning building features (windows, heating
and ventilation systems, circulation, dining spaces)
and either over provision or under provision of space
and facilities, together with teachers prohibiting use of
facilities (toilets locked, .
3. Lack of ownership of PFI buildings
4. Lack of understanding of the ‘sustainable’ design
features of the new school building – solar heating
panels
5. Convoluted facilities management procedures where
prohibitions did nothing towards children establishing
their own “authentic” relationship to the environment
and a deep or lasting critical perspective on the
problems of sustainable development.
20
22. Windsor Conference – POSTER
PRESENTATION
April 12th – 15th
2012
The comfort dimension when
evaluating the discrepancy
between predicted and actual
energy performance in new
school buildings
Andrea Wheeler, Dr Masoud
Malekzadeh and
Professor Dino Bouchlaghem
23. Windsor Conference – FULL PAPER
April 12th – 15th
2012
From Agent of Change to Global
Citizen?” Dialogue, drawings,
narratives and performances of
secondary school children
engaged with the design of a
sustainable school.
Andrea Wheeler
The Centre for Engineering & Design Education
24. 2nd International Conference on Geographies of
Education th – 11th 2012
September 10
“The Future We Want?”
Designing a sustainable
school with children as a
place of wellbeing
Andrea Wheeler
The Centre for Engineering & Design Education
25. PUBLICATIONS
Wheeler, Andrea, Dino Bouchlaghem and Masoud Malekzadeh (2013)
“Emerging Technologies and Emerging Ontologies: Developing a POE
method for supporting low carbon living” Architectural Engineering and
Design Management Special Issue the Impact of Occupants Behaviour
on Energy Consumption (forthcoming)
Wheeler, Andrea (2010) “An interview with Harry Shier: Contrasting
children’s participation in the UK Building Schools for the Future programme
with the Nicaraguan context” International Journal of Children’s Rights
Vol. 18/3, 457-474 (translated into Spanish for Nicaraguan readers
available at:
http://www.harryshier.110mb.com/docs/Wheeler_Entrevista_a_Harry_Shier.
pdf ).
26. Summary
• Buildings and behaviour.
• Sustainable design demands both ontological and political interrogation: what does
it mean to be in an ethical or just relation to the environment and to other human
beings?
• The question of a sustainable lifestyle relates directly to the traditions of political
discourse and philosophical discourse and this cannot be absent from teaching in
schools in the context of sustainable development.
27. Engineering Education Conference 2012
September 17th – 20th 2012
E-mentoring for employability
(Higher Education Academy Departmental
Award £29, 750) 15 months
Dr Andrea Wheeler, Professor Simon Austin and
Professor Jacqui Glass
The Centre for Engineering & Design Education, 1st Floor, Keith Green Building
School of Civil and Building Engineering
28.
29. MEGS-KT
(Jisc Funded £72, 872) 12 months
Dr Andrea Wheeler, Dr Paul Rowley and Mandy
King
The Centre for Engineering & Design Education, 1st Floor, Keith Green Building
School of Civil and Building Engineering
30. My aspirations for teaching in
the School?
DESIGN THEORY
ARCHITECTURAL TECHNOLOGY – CONSTRUCTION
DETAILING IN TIMBER
/ STRUCTURAL CONNECTIONS
SUSTAINABLE BUILDING DESIGN – SUSTAINABLE
SCHOOLS
RESEARCH, NETWORK, COLLABORATE AND CONTINUE
TO PUBLISH
31. Previous Teaching experience
Dip.Arch and M.Arch seminars in school
design. Subjects that students are
presenting include: The Spatial, Material
and Tectonic qualities of Hampshire
Schools, The CLASP system, New
Academies, New Technology in the
Classroom.
Studio teaching school design project:
Chilwell School Project, school children
critics in studio and workshops with
children.
PhD student supervision: The Impact of
Modern Interior Design on Kindergarten
Children’s Outputs and Behaviour in the
Middle East Context
St Benedicts School, London
Innovate in the teaching
31
31
32. SKILLS SUMMARY
SUCCESS IN WINNING RESEARCH FUNDING , £220,000 UKERC/ESRC over
3 years, £29,750 over 15 months, £72,870 Jisc over 12 months
INTERDISCIPLINARITY – education, social sciences and built environment
COMMUNICATION SKILLS AND TEAM BUILDING– 20 + international
conference presentations. 9 invited conference/ seminar presentations,
organisation of conferences, MEGS-KT series, project management, supervision
of summer internships.
PUBLICATIONS – developed in early career post-doctoral research project and
in teaching and learning research projects.
Andrea Wheeler [email_address] [Slide 2] TO OUTLINE: To outline the presentation (which will be about 15 minutes long to give some time for questions) I will discuss (a) why there is a need now to include children in post-occupancy evaluations ; (b) in brief, the character of post-occupancy evaluation methods have been used in schools and with children and why (the paper for the conference proceeding charts this background in more detail) ; (c) why participatory and co-research/co-design methods are used by educational researchers and the perceived and potential benefits and problems of such approaches; (d) our emergent approach – why we used a participative method and why we are working in this way with children (and how this differs from work with adults); (e) Hence, I will show you some some initial observation, and samples of children’s dialogue and drawings [we are not going to show video for ethical reasons however some of the sample of dialogue are taken from videos recording – for reasons that will emerge/become evident]; (f) and finally I’d like to discuss some future directions - connecting qualitative and quantitative - to develop potential recommendations for designers. This presentation is available afterwards if you would like it and I have copies of the paper available to in either printed or electronic form.
Andrea Wheeler [email_address] [Slide 2] TO OUTLINE: To outline the presentation (which will be about 15 minutes long to give some time for questions) I will discuss (a) why there is a need now to include children in post-occupancy evaluations ; (b) in brief, the character of post-occupancy evaluation methods have been used in schools and with children and why (the paper for the conference proceeding charts this background in more detail) ; (c) why participatory and co-research/co-design methods are used by educational researchers and the perceived and potential benefits and problems of such approaches; (d) our emergent approach – why we used a participative method and why we are working in this way with children (and how this differs from work with adults); (e) Hence, I will show you some some initial observation, and samples of children’s dialogue and drawings [we are not going to show video for ethical reasons however some of the sample of dialogue are taken from videos recording – for reasons that will emerge/become evident]; (f) and finally I’d like to discuss some future directions - connecting qualitative and quantitative - to develop potential recommendations for designers. This presentation is available afterwards if you would like it and I have copies of the paper available to in either printed or electronic form.