Integral Design for Starting a Culture Change in Dutch Building Design Practice

2007 ◽  
Author(s):  
Wim Zeiler ◽  
Emile Quanjel
Keyword(s):  
Building Design ◽  
Learning By Doing ◽  
Knowledge Development ◽  
Integral Approach ◽  
Design Practice ◽  
Dutch Society ◽  
University Of Technology ◽  
Reflexive Practice ◽  
Design Integration ◽  
Development Triangle

Since 2001 an ‘integral approach’ to building design has been propagated within Dutch building design practice, through continuously developing ‘learning by doing’ workshops. The organization of workshops started during ‘Integral Design’ project in 2000 that was conducted by the Dutch Society for Building Services (TVVL), the Royal Institute of Dutch Architects (BNA) and Delft University of Technology (TUD). The main focus of the project, which ended in 2003, was to raise the awareness of different disciplines about each others positions and problems in relation to building design, and to give an overview of issues influencing design integration and possible solution directions. The used workshops create a setting where the knowledge can be generated and regenerated in relationship to the knowledge development-triangle, in a realistic setting; the Reflexive Practice. In this paper we will explain the results of workshops, give an overview of participants’ assessments (more than 180 professionals took part in TVVL-BNA-TUD workshops) and reflect on preliminary results / conclusions.

Design Capability for Science-based Innovation

2019 ◽  
Vol 2 (1) ◽  
Author(s):  
ROTHKÖTTER Stefanie ◽  
Craig C. GARNER ◽  
Sándor VAJNA
Keyword(s):  
Literature Review ◽  
Scientific Discovery ◽  
New Technology ◽  
Academic Research ◽  
Research Interest ◽  
Design Practice ◽  
Design Technology ◽  
Innovation Potential ◽  
Design Integration ◽  
Cultural Constraints

In light of a growing research interest in the innovation potential that lies at the inter­section of design, technology, and science, this paper offers a literature review of design initiatives centered on scientific discovery and invention. The focus of this paper is on evidence of design capabilities in the academic research environment. The results are structured along the Four Orders of Design, with examples of design-in-science initiatives ranging from (1) the design of scientific figures and (2) laboratory devices using new technology to (3) interactions in design workshops for scientists and (4) inter­disciplinary design labs. While design capabilities have appeared in all four orders of design, there are barriers and cultural constraints that have to be taken into account for working at or researching these creative intersections. Modes of design integration and potentially necessary adaptations of design practice are therefore also highlighted.

Evolution of seismic building design practice in Japan

1998 ◽  
Vol 7 (2) ◽  
pp. 93-111 ◽  
Author(s):  
Andrew Whittaker ◽  
Jack Moehle ◽  
Masahiko Higashino
Keyword(s):  
Building Design ◽  
Design Practice

Integral design pedagogy: Representation and process in multidisciplinary master student projects based on workshops for professionals

2011 ◽  
Vol 26 (1) ◽  
pp. 39-52
Author(s):  
Wim Zeiler ◽  
Perica Savanović
Keyword(s):  
Structural Engineering ◽  
Design Method ◽  
Building Design ◽  
Practical Experience ◽  
Academic Program ◽  
Integral Approach ◽  
Royal Institute ◽  
Dutch Association ◽  
Education Of Students ◽  
Student Projects

AbstractThe development in (Dutch) building practice necessitates developments in other aspects, besides specialized and professional skills, a new integral approach in education and the introduction of such an approach into building design practice. In 2005, the Faculty of Architecture, Building, and Planning of the University of Technology Eindhoven commenced a multidisciplinary master project on integral design focused on a sustainable climatic design. Students of architecture, building technology, structural engineering, and building services participated in these multidisciplinary master projects. The students began with a 2-day learning-by-practice workshop that was implemented and tested in collaboration with experienced professionals from the Royal Institute of Dutch Architects and the Dutch Association of Consulting Engineers. These workshops have become part of the permanent educational and professional program of the Royal Institute of Dutch Architects. This is one of the few projects in which the practical experience is transferred into the educational academic program and vice versa; normally this process functions only in one of the two directions. The theoretical basis of the design method on which the education of students and professionals is based is discussed and results presented.

Building Bridges for Engineering Education: The Experience of Partnership With Building Industry for Sustainable Solutions

2011 ◽  
Author(s):  
Wim Zeiler
Keyword(s):  
Engineering Education ◽  
Professional Education ◽  
Design Method ◽  
Building Design ◽  
Professional Organizations ◽  
Building Industry ◽  
Dutch Society ◽  
Team Members ◽  
Sustainable Solutions ◽  
Complex Building

Due to a demand for more sustainability, with as ultimate goal Zero Emission Buildings, building design becomes more complex. Building design transfers from a mainly architect led process into a approach for multi-disciplinary design teams to cope with the growing complexity of the process. A supportive design method was developed in cooperation with the Dutch professional organizations of architects and consulting engineers. The design method provides overview and helps to structure the communication and reflection between design team members. The design method is focused on sustainability and the creation of sustainable solutions in the conceptual phase of building design. After testing the method in workshops as part of a training program in industry, the design method was transferred and applied at the department of architecture for master students for their multidisciplinary Master project Integral Design. The workshops became part of the permanent professional education program of the Dutch society of architects, several in-company workshops for industry were held and a course is now being developed for the Dutch society of building services engineers. So the partnership with building industry let to the developed design support method which acted as a kind of bridge for engineering education.

scholarly journals Enhancing Learning and Teaching for Architectural Engineering Students uing Virtual Building Design and Construction

2019 ◽  
Vol 9 (2) ◽  
pp. 45 ◽  
Author(s):  
Cheng Zhang ◽  
Bing Chen
Keyword(s):  
Built Environment ◽  
Engineering Students ◽  
Building Design ◽  
Learning By Doing ◽  
Design Environment ◽  
Learning And Teaching ◽  
Safety Issues ◽  
Architectural Engineering ◽  
Environment Domain ◽  
Building Project

It is important for students in the built environment related disciplines to acquire subject-based knowledge and skills from reflecting on their experience. In return, the learning-by-doing approach has been widely adopted in the academic cluster of built environment. To further strengthen this, this paper proposes a Virtual Reality (VR) based learning and teaching tool. It creates a virtual 3D environment that helps architectural engineering students conceive their design ideas, plan the layout, design the structure, construct the products (buildings, communities, infrastructures, etc.), and directly interact with the products they designed. The objectives of this research are: (1) to build a VR design environment for students to experience corresponding impact from different scenarios, which will help the student understand and investigate different design theories and schemes; (2) to build a VR construction environment for students to investigate how the building is built and what safety issues should be noted when visiting a construction site; and (3) to provide a collaborative environment for students in the Built Environment domain for better communication through a complete building project featuring active and experiential learning. Unity is used to develop the package and VIVE, a VR package, is used to facilitate the immersive interaction between the virtual environment and the users. Students from the Built Environment cluster were invited to use the tool and give feedback using a questionnaire. Positive comments were given by the students showing that they were very interested in studying academic subjects through such a technical game. All of them wanted to play more rounds to improve their performance and to find answers to the questions they failed to answer correctly. Most of the students were willing to spend more time in finding answers after playing that game.

scholarly journals Exploring Multiple Disciplines in Building Design Practice

2019 ◽  
Vol 16 (1) ◽  
pp. 29-45
Author(s):  
Olaitan Awomolo
Keyword(s):  
Building Design ◽  
The Body ◽  
Professional Relationships ◽  
Design Teams ◽  
Design Practice ◽  
Design Work ◽  
Body Of Knowledge ◽  
Project Outcomes ◽  
Documented Information ◽  
Team Functioning

While there are numerous benefits to working in teams comprising multiple disciplines, we do not have sufficient documented information on the functioning of multi-disciplinary teams in the building design context. As functioning impacts project outcomes, an understanding of the operation of building design teams comprising multiple disciplines is important. To contribute to the body of knowledge that addresses this gap, this paper examines literature on disciplinary types and team performance. Using an analytic framework identified in literature, this paper studies the organizational and social aspects of building design practice in order to shed light on the ways in which the multiple disciplines involved building design work together. Findings presented in this paper suggest that building design teams combine and integrate knowledge, skills and capabilities in a multidisciplinary manner. In addition, this paper discusses four social and organizational characteristics of multidisciplinary building design teams – the project delivery approach, disciplinary roles, preexisting social and professional relationships, and location and geographic proximity – and documents their impacts on team functioning.   

Green Building Design Practices - Analysis of the Design of Leisure Office Center

2011 ◽  
Vol 90-93 ◽  
pp. 890-893
Author(s):  
Wei Feng ◽  
Hui Min Li
Keyword(s):  
Energy Saving ◽  
Water Conservation ◽  
Natural Ventilation ◽  
Green Building ◽  
Building Design ◽  
Sound Insulation ◽  
Design Practice ◽  
Green Building Design ◽  
Depth Analysis ◽  
Technical Measures

Through the design practice of the green Leisure office center building, the paper discusses the technical measures of ecological architecture, and makes an in-depth analysis of the use of solar energy, natural ventilation and daylighting technology, water conservation measures, material recycle technology, sound insulation technology and other energy saving technologies. In addition, the paper summarizes the technical measures suitable to China's national conditions, which can be regarded as a reference for other design practice so as to promote the development of green building.

scholarly journals Transcending disciplines in architecture, structural and building services engineering: a new multidisciplinary educational approach

2021 ◽  
Author(s):  
Sonja Oliveira ◽  
Luke Olsen ◽  
Liora Malki-Epshtein ◽  
Dejan Mumovic ◽  
Dina D’Ayala
Keyword(s):  
Built Environment ◽  
Building Design ◽  
Mixed Data ◽  
Design Practice ◽  
Structured Interviews ◽  
Educational Approach ◽  
Disciplinary Boundaries ◽  
Multidisciplinary Education ◽  
Building Services Engineering ◽  
Shed Light

AbstractThis paper reflects upon the mechanisms that enable development of curricular approaches to multidisciplinary architecture/engineering higher education. Building upon recent calls for integrated multidisciplinary building design practice, academics at UCL, industry partners and respective professional bodies embarked upon developing a new course that challenged disciplinary boundaries and defined the needs of a new design professional. Whilst there have been attempts internationally to better integrate architecture as well as engineering education, efforts have largely been focused on bolt-on solutions based on pre-existing education programmes. In addition, there has been little discussion (empirical or theoretical) on practical measures associated with developing multidisciplinary education in the built environment. Drawing on mixed data including documentary evidence, semi structured interviews and observations, the study begins to shed light on the approaches underpinning the development of a multidisciplinary built environment MEng course at UCL that integrates architecture, building services and civil engineering. The paper’s contribution is threefold. First, the findings have implications for developing multidisciplinary built environment education curricula, through revealing key mechanisms including the need for shared attitudes and expectations. Second, the paper highlights the conditions that enable the negotiation of multidisciplinary curricula including institutional support, shared values and a collective need and willingness to explore new solutions. Third, the paper reflects upon the value of design studio learning as a critical integrative component to the delivery of multidisciplinary education in the built environment and STEM more widely.

scholarly journals Integral and Inclusive Research by Design Pedagogy

2020 ◽  
Vol 13 (5) ◽  
Author(s):  
Marie Davidova
Keyword(s):  
Design Education ◽  
Life Experience ◽  
Real Life ◽  
Learning By Doing ◽  
Design Studio ◽  
Design Practice ◽  
Design Pedagogy ◽  
For Profit ◽  
Not For Profit ◽  
Systemic Design

This article reflects on my integral design studio teaching and inclusiveness in its design processes. This is exemplified in two different systemic design case studies focusing on social and environmental justice via the lens of empathy. The design studio and/or design practice tend to be fused in this article because my design studios have always focused on practice-based, real-life built projects, while my commercial and not-for-profit practices have always implemented design education in real-life built projects through internships and/or other student participation. Therefore, my approach fully follows the pathway of ‘learning by doing’(Dewey, 1997), focusing on systemic feedback looping of integral real-life experience and reflection through research and practice, targeting brighter post-Anthropocene futures.

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