Learning facilitated through collaborative research A case study - PowerPoint PPT Presentation

Learning facilitated through collaborative research A case study Lecture by Dr. Henrik Schoenefeldt 23 February 2017 Developing Teaching for Experienced Staff, Unit for the Enhancement of Learning and Teaching

‘There is a new role for academia to link up with practice in order to carry out an archaeology of the processes of architectural production, [ … ] by excavating the present one informs the future. Practice has the raw data on which architecture is founded, academia releases the potential through research’ Jeremy Till, RIBA Memorandum on Architectural Research, 2005

1. BACKGROUND: Establishing research as a second pillar within the design-centred curriculum of architects.

EMBEDDING RESEARCH WITHIN DESIGN-CENTRED CURRICULUM Master of Architecture programme overview Year 4 Year 5

EMBEDDING RESEARCH WITHIN DESIGN-CENTRED CURRICULUM Master of Architecture programme overview Year 4 DESIGN DESIGN x RESEARCH RESEARCH Year 5 DESIGN DESIGN x Collaborative Research Project RESEARCH RESEARCH DESIGN x RESEARCH

2. Sustainability and ‘disruptive standards’

2. Sustainability and ‘disruptive standards’ 2013 UK’s roadmap to achieving carbon homes (now abandoned) using Code for Sustainable Homes Standard (The consultation paper 'Sustainable New Homes: The Road to Zero Carbon‘)

2. Sustainability and ‘disruptive standards’ Scope of Passivhaus 3) Supply side Efficiency of household appliances + 2) Fabric first approach Fabric U-values Demand side Thermal bridging Air permeability 1) External heat gain (solar) Internal heat gains Sustainable New Homes – The Road to Zero Carbon (Communities and Local Government, 2009) 60% of total energy consumption for space heating DECC, Energy Consumption in the UK (2013)

2. Sustainability and ‘disruptive standards’ UK’s struggle to delivery roadmap BIS, UK Construction – An economic NHBC Foundation, Lessons from DECC, The Energy Efficiency analysis of the sector (2013) Germany’s Passivhaus Experience Strategy(2012) (2012)

2. Sustainability and ‘disruptive standards’ History of PassivHaus standard 2010 Late 1980s Passivhaus fully established standard in Bo Adamson/Wolfgang Feist Germany & Austria develop Passivhaus principle 2010 Foundation of Passivhaus Trust 1996 (subsidiary of AECB) Foundation of PassivHaus Institut 1991 2016 2009 Pilot Darmstadt-Kranichstein UK: All new First UK Passivhaus certified housing to be (John Williamson) ‘zero -carbon in use’ 2012 Passivhaus projects completed or under construction: Germany: 20.000, UK: 165

2. Sustainability and ‘disruptive standards’ What is the PassivHaus standard?

2. Sustainability and ‘disruptive standards’ Strict Performance Benchmarks Total primary energy : ≤ 120kWh/m² per year (includes household appliances) Standard UK new built approx. Heating energy demand: ≤ 15kWh/m² per year 60kWh/m² per year Thermal bridge free design Airtightness: Part L (2013): 10 ACH 0.6 air changes per hour at 50 Pa. Code level 3: 3 ACH U-values: Part L (2013): 0.30W/m²K for Walls/floors/roofs ≤ 0.15 W/m²K Wall, 0.20W/m²K for roofs W indow (including frame) ≤ 0.85 W/m²K Part L (2013): 2.00W/m²K for windows Energy efficient MVHR Ventilation loss of 35kWh/m² per heat recovery efficiency of ≥ 75% year if 8 litres per person is to be and a specific fan power of ≤ 0.45 Wh/m3. maintained

2. Sustainability and ‘disruptive standards’ Change in Practice and Technology Nature of new design practice responding to ‘disruptive standard’ of PassivHaus (Schoenefeldt, 2014)

3. The Project 'Interrogating the technical, economic and cultural challenges of delivering the PassivHaus standard in the UK‘, April 2013- July 2014

3. The Project The key aims of the project were 1. to understand performance-led design as part of cultural transformation required to address climate change commitments 2. how it affects architectural design, the wider building industry and our lived environment. 3. whole industry perspective and wider context: qualitative interviews with architects, clients, consultants to gain cross-industry perspective on process of delivering the PassivHaus standard > 4. Looked at whole process: from first client inquiry to completion; from BPE to knowledge transfer: review of degree of utilisation of lessons in follow up projects > 5. Educating the ‘research literate practitioner’ for (a) architects to understand research (b) to develop skills to be directly involved (c) to be able to collaborate with specialist researchers. (d) Potential of R&D and Research to be part of business model for practice

EMBEDDING RESEARCH WITHIN DESIGN-CENTRED CURRICULUM Master of Architecture programme overview Year 4 DESIGN DESIGN x RESEARCH RESEARCH Year 5 DESIGN DESIGN x Collaborative Research Project RESEARCH RESEARCH DESIGN x RESEARCH

3. The Project Real-life case studies in UK

3. The Project Members Richard Hawkes (Hawkes) James Anwyl (Eurobuild) Doug Smith (Tp Bennett) Patrick Osborne (Lee Evans Partnership) Philipp Proffit (Princedale Homes) Richard Dudzicki Tanisha Raffiuddin (RDA) Practitioners Academics: Keith Bothwell (Kent) Derrie O’ Sullivan (Huddersfield) PassivHaus Trust Reciprocal engagements between students, academics and practitioners

3. The Project Teaching framework Lecture & Seminars Team briefings Small group tutorials Reviews (Crit) Launch Workshop with academic/industry partners Launch-workshop, 4 June 2013, near Maidstone

3. The Project Research Methods Design Design Anatomy Design Evaluation modifications development Construction details Materials Working methods Change of control Geometry Objectives regime Monitoring Environmental design Ideas Retrofitting/ Empirical observations strategy: e.g. passive Issues modification of Scientific studies features, mechanical systems Context services Comprehensive Case Study: Process, Artifact and Performance (Schoenefeldt, 2012)

3. The Project Research Methods Primary Research Semi-structured Interviews Questionnaires (Qualitative) Architects explorative sketches (Grey Lyn PassivHaus, Faversham) Floor plans ( Grove Cottage, Hereford) Measurements Photo of construction Construction details (Princedale Road ) ( PassivHaus Camden) ( Wimbish, Essex)

3. The Project Research Methods Interview with key members involved in delivery of case studies: • Client • Architect • Engineer • Specialist consultants • Planning officer • Suppliers • PassivHaus certifier • Main contractors Interview notes with sketches ( Grey Lyn, Hereford)

3. The Project Output 1: Peer-reviewed ebook Link to ebook: https://www.kent.ac.uk/architecture/conference/ 2014/passivhaus/PassivHaus_UK_eBook.pdf

3. The Project Output 2: Passivhaus Symposium, Kent Innovation Centre, 27 June 2014 Symposium advertised by the PassivHaus Trust

3. The Project Output 2: Passivhaus Symposium, Kent Innovation Centre, 27 June 2014

3. The Project Output 2: Passivhaus Symposium, Kent Innovation Centre, 27 June 2014 Guest lectures by practitioners and academics from other institutions Philip Proffit (Princedale Homes (Photo: KSA) Derrie’ O Sullivan (Huddersfield) (Photo: KSA) The case-study presentations by students

3. The Project ‘Building professional have no shared sense of purpose, no shared identity and no equivalent of the Hippocratic Oath. They [Hartenberg, Lorenz and Luetzendorf] consider what can be learnt from medicine, another diverse profession, but with a common purpose and a closed loop between practice, research, education and training’ Bordass, B.; Leaman, A., A professionalism: remedy of fantasy?, Building Research Information (2013) 41 (1), pp. 1-7 …….. In this project Education was used as a starting point.

3. The Project e.g. supervisions, literature review, preparing field work Diagram: Four types of engagements (Schoenefeldt, 2014)

4. How it was taken further

4. How it was taken further PassivHaus Working Group: Collaborative Research Formally Embedded within MArch programme Poster shown at End of year show 2015

4. How it was taken further Post-occupancy Evaluation of PassivHaus: No. 5 Stories Mews, London MSc students involved in Pilot Study: February 2014 - January 2016 Semi-structured interviews with tenants Monitoring: Temperature, Humidity, Carbon dioxide levels.

PART B: Workshop Session Is this model relevant to other disciplines?

Exercise 1: What is the significance of research in the teaching of your disciplines? Option 1: Has the UG teaching in your school a vocational focus? If yes, how does it affect methods of teaching? Option 2: Has the UG teaching in your school a 'scholarship' focus? If yes, how does this focus on scholarship shape teaching methods? How are students introduce to research as a practice? 7 minutes plus 5 minutes feeding back to Group

Exercise 2: What are the potential educational benefits of collaborative research in your own discipline? Discuss. 5 minutes plus 5 minutes feeding back to Group