A platform for research: civil engineering, architecture and urbanism
A platform for research: civil engineering, architecture and urbanism
Introducing circularity in early architectural design education
Purpose– With around 40% of global waste attributed to the built environment sector, architects play a significant role in how resources are consumed, produced and wasted. UK architectural educators have made good progress to embed climate emergency issues in design curricula but the challenges of resource use and waste, and the opportunities afforded by circular economy design principles are less well-considered. The purpose of this paper is to provide new insights on how to introduce circular design principles to early-stage architectural design students within university curricula. Design/methodology/approach–The study described took an experimental approach to designing design project briefs across several interlinked studio design projects for 1st-year Architecture students. Structured as a case study, each section describes the project, learning objectives, teaching methods and project reflections informed by a qualitative assessment of student development, outputs and feedback gathered through a questionnaire and focus group. Findings– Introducing circular design early is highly beneficial to the development of knowledge on sustainability issues, critical design thinking and creative solution generation. Examples of beneficial teaching approaches include building systems thinking, facilitating collaboration, supporting learning through making, using simple analogies and referencing best-practice examples. Originality/value– This research builds on limited existing circular design literature for built environment fields and through practical insights fills a significant knowledge gap on ways to introduce a complex and dynamic topic such as the circular economy to early-stage architectural design students as they develop fundamental discipline-specific knowledge, skills and competences.
Introducing circularity in early architectural design education
Purpose– With around 40% of global waste attributed to the built environment sector, architects play a significant role in how resources are consumed, produced and wasted. UK architectural educators have made good progress to embed climate emergency issues in design curricula but the challenges of resource use and waste, and the opportunities afforded by circular economy design principles are less well-considered. The purpose of this paper is to provide new insights on how to introduce circular design principles to early-stage architectural design students within university curricula. Design/methodology/approach–The study described took an experimental approach to designing design project briefs across several interlinked studio design projects for 1st-year Architecture students. Structured as a case study, each section describes the project, learning objectives, teaching methods and project reflections informed by a qualitative assessment of student development, outputs and feedback gathered through a questionnaire and focus group. Findings– Introducing circular design early is highly beneficial to the development of knowledge on sustainability issues, critical design thinking and creative solution generation. Examples of beneficial teaching approaches include building systems thinking, facilitating collaboration, supporting learning through making, using simple analogies and referencing best-practice examples. Originality/value– This research builds on limited existing circular design literature for built environment fields and through practical insights fills a significant knowledge gap on ways to introduce a complex and dynamic topic such as the circular economy to early-stage architectural design students as they develop fundamental discipline-specific knowledge, skills and competences.
Introducing circularity in early architectural design education
Campbell, Emma (author) / Niblock, Chantelle (author) / Flood, Nuala (author) / Lappin, Sarah (author)
2024-09-23
Campbell , E , Niblock , C , Flood , N & Lappin , S 2024 , ' Introducing circularity in early architectural design education ' , ArchNet - IJAR . https://doi.org/10.1108/ARCH-03-2024-0094
Article (Journal)
Electronic Resource
English
case study , systems thinking , pedagogy , Sustainable Design , architectural education , /dk/atira/pure/sustainabledevelopmentgoals/quality_education , name=SDG 4 - Quality Education , /dk/atira/pure/sustainabledevelopmentgoals/sustainable_cities_and_communities , name=SDG 11 - Sustainable Cities and Communities , /dk/atira/pure/sustainabledevelopmentgoals/responsible_consumption_and_production , name=SDG 12 - Responsible Consumption and Production , /dk/atira/pure/sustainabledevelopmentgoals/decent_work_and_economic_growth , name=SDG 8 - Decent Work and Economic Growth
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