Synergistic Model for Sustainable environmental design Pedagogy in Architectural Education in India

Рави Вэйш, магистр архитектуры, доцент и научный сотрудник, кафедра архитектуры, университет науки и технологий Динбандху Чхоту Рам, Мертал, Сонипат, Харьяна (Индия), rv_an@yahoo.co.in 
Рави Вэйш, rv_an@yahoo.co.in 
Университет науки и технологий Динбандху Чхоту Рам, 
Мертал, Сонипат, Харьяна (Индия)


Introduction
The global manifestoes on the Sustainable development have been emphasizing Education as a strong medium to spread the awareness Environment and Sustainable Development, for example WECD Table 1 NSQF Level 7 Undergraduate degree is defined in terms of five learning outcomes Process: requires a command of wide ranging specialized theoretical and practical skill involving variable routine and non-routine context Professional Knowledge: Wide ranging, factual and theoretical knowledge in broad contexts within a field of work or study Professional skills: Wide range of cognitive and practical skills required to generate solutions to specific problems in a field of work or study Core skills: Good logical and mathematical skill understanding of social political and natural environment good in collecting and organizing information, communication and presentation skill Responsibility: Full responsibility for output of group and development Table 2 Traditional, revolutionary and virtual models of studio teaching (Salama 1995) The Models Authors & Schools The Teaching Formats The Conventional model Beaux Arts The Ecole des Beaux Arts, France Teaching theory in the classroom and design in the ateliers (studios) Bauhaus Dessau, Germany Technological developments after the Industrial Revolution The Revolutionary models The Experiential (Case Problem) Model

Barttlet School of Architecture, England
Marnot and Symes (1985) It calls for a productive thinking. Students work in groups, but defining the work of each stage in sections that can be undertaken by the individuals.

The Analogical Model
University of Cincinnati, USA. Simons (1978) It aims at developing the students' capabilities to use analytical data in design, and at enabling them to perceive limitations as well as positive data from the information at hand. The students work individually and in groups.

The Participatory Model
North California State University, USA. Sanoff (1978) It focuses on providing students with direct experience through dealing with clients in structured group discussions, using simulation games. The students work individually and in groups.

The Hidden Curriculum Model
Miami University, USA. Dutton(1987) It focuses on how studio knowledge should reinforce certain ideologies, values and assumptions. Competition is the major motivation in the studio. The students work individually or in groups.

The Pattern Language Model
University of Oregon, USA. Davis (1982) It focuses on group work. Group discussion is a procedure to reach consensus rather than compromise. Developing critical abilities is a major concern, since the student is forced to make judgements above the work of peers.

The Concept Test Model
Carneige Melton University, USA Ledewitz (1985) It focuses on motivating the student, since it is based on the student's perception of a need for knowledge. Students have to understand the difference between external sources of knowledge and their own expectations. Self-evaluation is fundamental where the object is not rationally, but reflective.

The Double Layered Model
Technion School of Architecture, Goldschmidt (1983) It conceives the fact of individual differences, and discourages the ideas of making readymade interpretations. It focuses on the discrimination between instruction and reaction modes, since it relies on group discussions and desk crits. The independent variables in this research are the site-related codification language and the phase in the VDS knowledge dynamics.
Bulletin of the South Ural State University. Ser.
The Bachelor of Architecture curriculum at the DCR university of Science and Technology, Murthal is characterized by a satellite structure of delivery, Table 3. In the Stage I of the degree (the first six semesters) the students are introduced and strategies of energy efficient, water efficient, waste management in the modules of building services and landscape design. In the second stage the students can take up electives such as Energy Efficient Design, Sustainable Architecture and Cost effective constru tion in the eighth and ninth semesters.

Synergistic (Integrated) Model for Sustainable Design Teaching
Globally, though there is considerable differences in the system of educating future architects, there is one remarkable similarity-the overriding primacy given to the architectural design studio as the main forum of creative exploration, intellectual engag ment, interaction, and assimilation to solve real world problems.
Conventional lecture and seminar formats alone cannot adequately teach the necessary skills to unde stand the complex association of climate and comfort with technological solutions and architectural expre sion as necessary for sustainable design. They need to be supplemented with active, experiential learn The Bachelor of Architecture curriculum at the DCR university of Science and Technology, Murthal is characterized by a satellite structure of delivery, 3. In the Stage I of the degree (the first six semesters) the students are introduced the principles and strategies of energy efficient, water efficient, waste management in the modules of building services and landscape design. In the second stage the students can take up electives such as Energy Efficient Design, and Cost effective construction in the eighth and ninth semesters.

Synergistic (Integrated) Model for Sustainable Design Teaching
Globally, though there is considerable differences in the system of educating future architects, there is the overriding primacy given to the architectural design studio as the main forum of creative exploration, intellectual engagement, interaction, and assimilation to solve real world Conventional lecture and seminar formats alone t adequately teach the necessary skills to understand the complex association of climate and comfort with technological solutions and architectural expression as necessary for sustainable design. They need to be supplemented with active, experiential learning methods (Truscheit and Otte, 2004/5). The studio format is ideal for this type of active, experiential learning because it inherently incorporates the four basic steps of the experiential learning model cycle as outlined by Svoboda and Whalen (2004/5): flect, reframe, and apply. For application in the studio setting, and as used in this study, these steps were modified slightly and applied as: Context analysis, Concept development; Act; Reflect and Assess; R frame; and Apply and rework. These ste iterated several times through the design and deve opment phase of the studio, Fig. This research proposes a Synergis teaching environmental sustainability in the archite tural education at undergraduate level in Indian schools. The model is derived from experiential and project models of studio teachings. ing means integrated curriculum, interdisciplinary teaching and thematic teaching.
"A process of teaching, whereby all the su jects are related and taught they are almost inseparable. What is learned and applied in one area of the curriculum is related and used to reinforce, provide repetition, and e pand the knowledge and skills learned in other curriculum areas." methods (Truscheit and Otte, 2004/5). The studio format is ideal for this type of active, experiential learning because it inherently incorporates the four basic steps of the experiential learning model cycle as outlined by Svoboda and Whalen (2004/5): act, reflect, reframe, and apply. For application in the studio setting, and as used in this study, these steps were modified slightly and applied as: Context analysis, Concept development; Act; Reflect and Assess; Reframe; and Apply and rework. These steps are then reiterated several times through the design and devel- Fig. 3. This research proposes a Synergistic Model for teaching environmental sustainability in the architectural education at undergraduate level in Indian ols. The model is derived from experiential and project models of studio teachings. Synergistic teachintegrated curriculum, interdisciplinary teaching and thematic teaching.
A process of teaching, whereby all the subjects are related and taught in such a manner that they are almost inseparable. What is learned and applied in one area of the curriculum is related and used to reinforce, provide repetition, and expand the knowledge and skills learned in other The model was evolved and implemented on the fifth semester B.Arch. students (41 numbers) in July-November 2013. These students had already studied first principles of sustainable design in their first four semesters of the programme in theory subject of Building Services (Climatology, water supply, plumbing), environmental science and traditional architecture. While as the fifth semester theory subjects included Architectural History (Industrial revolution and colonial India), Building Byelaws and Office Man-agement, Building Services (Fire fighting and acoustics), Estimating and Costing, Computer application in architecture, Fig. 4.

Implementation of Synergistic Model for Sustainable Design Teaching
Design of Jawahar Navodaya Vidyalaya (a fully Residential Senior Secondary School) on a site of 12.5 acres in Farukh Nagar, Gurgaon, India was taken up as the project for the fifth semester B.Arch. Design An integrated course plan for twelve weeks was evolved for the fifth semester B.Arch. Architectural Design Studio such that topics learned in the theory and other subjects and the assignments/exercises in theory and other subjects were integrated with the Architectural Design Studio project, Fig. 5. An integrated team of five teachers taught theory subjects as well as were involved architectural design studio.

Aim and Objectives of the Studio Project
 To understand the principles of environmental sustainable design of Institutional/ Students accommodation projects.
 To make a comparative analysis of examplar buildings in terms of principles of sustainable design.
 To appraise context: site, climate and environment.
 To integrate the knowledge gained in the theoretical subjects in environmental sustainable design of Institutional/Students accommodation projects.
 To apply the relevant Byelaws/Standards/ Codes for design of Institutional/Students' accommodation projects.
 To learn the skills of making the presentation drawings of the designed project on digital mode. To able to learn the skills of making 3D views/walkthrough images etc.

Knowledge
The Knowledge associated with sustainable environmental design can be categorized under three distinct domains, application and case studies, tools and issues and principles (Altomonte 2012). The studio project was conducted to assimilate knowledge in three domains, Table 4 to 6.

Teaching and Learning development
As a first step the students study the climate of the region, Fig. 6 and thermal comfort requirement for human with the help of psychrometric chart overlaid with the comfort zone and twelve months ambient conditions. The climate data and sunpath diagram was used to find optimum orientation for the given latitude. The second step was concept development, sustainable site planning creating comfortable microlimate, Fig. 7. Passive and active strategies were integrated by the students in their design, Fig. 8. In order to visual comfort in the learning spaces, study of daylighting was taken up.  Campus planning, passive principles

Assessment Criteria
The experts from the academics and profession were invited to review and give critique at various stages of design development to the students, Table 7.
Further the students's performance in Architectural Design Studio was correlated with theory and other subjects showed strong correlation with Building Construction, Building Services, History of Architecture, Building Byelaws and Office management, Table 8. The sturctural design showed weak correlation with architectural design. While as Computer in Architecture and Estimgating and Costing showed moderate correlation with Architectural Design.

Critical issues in the teaching of environmentally sustainable Design
This model of integrated environmentally sustainable design education succeeded in helping students to meaningfully integrate climate responsive design thinking into their design. The instructors and reviewers witnessed a profound change over the course of the 12 weeks in the students' abilities, confidence, and skill in framing design questions and then investigating and weighing both poetic and pragmatic environmental design considerations. The instructor hopes that this studio has laid a solid foundation that will positively support the students' ability to address environmental design in their future education and practice.
Lessons for design educators include: 1. Dissolve the Boundaries between theory and other courses and Design: This integrated model of design with other subject studio is but one way to bridge the gap between the theory and other courses and the design studio. Even if it is not possible to make significant curricular changes, find creative ways to integrate the design and theory courses.
2. Promote Integrated and Iterative Design Thinking: The greatest benefit from the design/theory/other integrated course was the growth and change that was evident in the students' ability to frame critical design questions and to address these questions with a high degree of skill and confidence. Iterative and integrative processes were essential in moving design thinking to a deeper level.
3. Prioritize Climate Responsive Design: Composite climate passive strategies for natural ventilation, passive cooling and daylighting, were the foundation of the course. Passive design was considered a primary means to meet energy demand for lighting, cooling. Innovative approaches to building materials, envelope, and renewable energy systems must be integrated with passive design strategies.
4. Explore Qualitative and Quantitative Assessment Methods: The course emphasized the importance of both qualitative and quantitative design tools as means to develop and assess the architectural quality and performance. Other methods of assessment included sketching, diagramming, eQuest studies for parametric studies, Daylight factor analysis