Educate ! Sustainable environmental design in architectural education and practice

PLEA2012 - 28 h Con e ence, Oppo uni ies, Limi s & Needs Towa ds an en i onmen ally esponsible a chi ec u e Lima, Pe ú 7-9 No embe 2012 Educa e! Sus ainable En i onmen al Design in A chi ec u al Educa ion and P ac ice SERGIO ALTOMONTE1, PAULA CADIMA2, SIMOS YANNAS2, ANDRE’ DE HERDE3, HANA RIEMER4, ELIANA CANGELLI5, MARIA LOPEZ DE ASIAIN6, SARA HORVATH7 1Depa men o A chi ec u e and Buil En i onmen , Uni e si y o No ingham, UK 2A chi ec u al Associa ion School o A chi ec u e, UK 3Ca holic Uni e si y o Lou ain, Belgium 4Technical Uni e si y o Munich, Ge many 5Uni e si y o Rome La Sapienza, I aly 6SAMA - Semina o A chi ec u e and En i onmen , Spain 7Budapes Uni e si y o Technology and Economics, Hunga y ABSTRACT: Awa eness o he ole ha buildings play in he cu en clima e c isis is b inging o he o e new esponsibili ies o a chi ec u al educa o s and p ac i ione s. Va ious pedagogical ba ie s s ill hinde he comp ehensi e implemen a ion o manda es o en i onmen al sus ainabili y in design s udio, a all le els o a chi ec u al educa ion. Concu en ly, he p omo ion o sus ainable design in he p ac ice o a chi ec u e and u ban design is no ye consis en ly suppo ed by egula o y bodies, whose quali ica ion c i e ia a e s ill equen ly inhomogeneous and ambiguous, especially in asce aining an e ec i e in eg a ion be ween c ea i e and echnical skills. A subs an ial shi in policies and pedagogical me hodologies is needed o acili a e he ans e o knowledge be ween sus ainable sciences and building applica ions, and enhance he implemen a ion o en i onmen al sus ainabili y wi hin c ea i e design. To ackle such ba ie s, he EU- unded p ojec EDUCATE (En i onmen al Design in Uni e si y Cu icula and A chi ec u al T aining in Eu ope, 2009-2012) was buil on a conso ium o se en Eu opean academic pa ne s and se e al p o essional bodies, aiming o p omo e he in eg a ion o sus ainable en i onmen al design in he educa ion and p ac ice o a chi ec u e and u ban design. This pape illus a es some o he esul s ob ained by he EDUCATE p ojec and discusses he po en ial ans e o i s me hodologies and ools o academic and p o essional ins i u ions a a global le el. Keywo ds: educa ion, sus ainabili y, a chi ec u e, cu iculum, knowledge ans e INTRODUCTION In he con ex o he cu en clima e c isis, he ole o highe educa ion as a means o in oducing new gene a ions o building p ac i ione s o he p inciples and p ac ices o sus ainable en i onmen al design is becoming highly signi ican , al hough his aces a numbe o pedagogical and p o essional ba ie s [1]. The need o igge a change in p e- and pos - p o essional educa ion ha p omo es a sus ainable app oach o design is mainly igge ed by h ee ac o s: 1. Cu en building p ac ice has been ela i ely slow o espond o he demands o os e ing en i onmen al sus ainabili y wi hin a c ea i e design discou se; 2. Acc edi a ion and quali ica ion c i e ia do no ye consis en ly con ibu e o p omo e knowledge, skills and compe ences o sus ainable en i onmen al design amongs s uden s, g adua es and p ac i ione s; 3. Uni e si ies and egula o y bodies ha e shown o be spa sely e ec i e in in eg a ing sus ainable en i onmen al design in cu icula o highe educa ion. The aim o his pape consis s in c i ically analyzing he ba ie s o he success ul in eg a ion o sus ainable en i onmen al design in academic p og ammes and in he p ac ice o a chi ec u e and, consequen ly, ecognising some o he e o s equi ed o achie e such objec i e. In his con ex , he esul s o a Eu opean p ojec , EDUCATE - se o p omo e he comp ehensi e implemen a ion o en i onmen al sus ainabili y in highe and pos -p o essional educa ion - a e p esen ed, so as o discuss he po en ial impac s o i s ou comes and he ans e o i s me hodologies and ools o academic and p o essional ins i u ions a a global le el. THE EDUCATE PROJECT To p omo e sus ainable en i onmen al design in academic cu icula and pos -p o essional aining, he 3- yea EDUCATE (En i onmen al Design in Uni e si y Cu icula and A chi ec u al T aining in Eu ope, www.educa e-sus ainabili y.eu) p ojec was unded in 2009 by he Eu opean Commission’s Execu i e Agency PLEA2012 - 28 h Con e ence, Oppo uni ies, Limi s & Needs Towa ds an en i onmen ally esponsible a chi ec u e Lima, Pe ú 7-9 No embe 2012 o Compe i i eness and Inno a ion (EACI) unde he ‘In elligen Ene gy Eu ope’ p og amme. EDUCATE was buil on a conso ium o se en academic pa ne s: Uni e si y o No ingham (UK, Coo dina o ); A chi ec u al Associa ion School o A chi ec u e (UK); Ca holic Uni e si y o Lou ain (Belgium); Technical Uni e si y o Munich (Ge many); Depa men DATA, Uni e si y o Rome La Sapienza (I aly); Semina o A chi ec u e and En i onmen - SAMA (Spain); and, Budapes Uni e si y o Technology and Economics (Hunga y). EDUCATE also ecei ed he suppo o he Chambe s o A chi ec s in all pa icipa ing Eu opean coun ies, o in e na ionally enowned a chi ec s, o expe s o cogna e disciplines, and o associa ions o educa o s and p ac i ione s. The mission o EDUCATE was o “ os e knowledge and skills in sus ainable en i onmen al design, aiming o achie e com o , deligh , well-being and ene gy e iciency in new and exis ing buildings”. This was o “be p omo ed and demons a ed wi hin a cul u ally, economically and socially iable design p ocess, a all s ages o a chi ec u al educa ion” [2]. EDUCATE was se o achie e he ollowing aims: • Tackle pedagogical ba ie s o he in eg a ion o en i onmen al sus ainabili y wi hin c ea i e design; • De ine and es a amewo k o cu iculum de elopmen ha b idges di ides be ween echnical sus ainabili y- ela ed knowledge and he design s udio; • De elop an online Po al ha acili a es such in eg a ion in highe and pos -p o essional educa ion; • P opose clea c i e ia o acc edi a ion o cu icula and p o essional egis a ion measu ing he knowledge, skills and compe ence o sus ainable en i onmen al design expec ed o g adua es and p ac i ione s; • Dissemina e know-how and exempla o bes p ac ice amongs s uden s, educa o s, building p o essionals and he gene al public. STATE OF THE ART To iden i y exis ing hind ances and oppo uni ies in in eg a ing en i onmen al sus ainabili y in he aining o building p o essionals, he EDUCATE p ojec has ini ially analysed and consolida ed he in e na ional s a e- o he-a o cu icula s uc u es and p o essional equi emen s a a Eu opean and global le el. To his aim, pa ne s ha e conduc ed an exhaus i e analysis o he s a e o play o educa ion in sus ainable en i onmen al design wi hin a chi ec u al- ela ed deg ees, and ha e in es iga ed how hese ela e o he condi ions o acc edi a ion o academic cu icula and he equi emen s o p o essional quali ica ion es ablished by compe en bodies in he a ious coun ies conside ed. This ask has also included an o e iew o educa ion li e a u e and a compa ison o he s a e o he a wi h con empo a y pedagogical heo ies and p ac ices. A o al o 70 cu icula ha e been sc u inised om some 30 Eu opean and non-Eu opean coun ies. These ac i i ies ha e been suppo ed by close coope a ion wi h na ional p o essional bodies and ha e been accomplished ia analysis o cu icula s uc u es, e iew o published documen s (e.g., web si es, yea books, con e ence and jou nal pape s, wo ks o s uden s, e c.), in e iews, and di ec eedback ob ained om academics. Fu he o his, pa ne s ha e also ins uc ed a sys ema isa ion o he c i e ia and p ocedu es o p o essional quali ica ion h oughou Eu ope, whils also acknowledging condi ions and p esc ip ions o egis a ion in non-Eu opean coun ies, so as o gua an ee he ans e abili y o he p ojec ’s ou comes a a global le el and also acili a e he app aisal o ex e nal inpu s o be implemen ed a subsequen s ages o he p ojec [3]. Concu en ly, pa ne s ha e asce ained he le el o awa eness, knowledge, abili y base and demands in e ms o sus ainable en i onmen al design wi hin he p ac ice o a chi ec u e, and ha e benchma ked he needs and expec a ions o he building ma ke . This ask was pe o med ia an online su ey whe e p ac i ione s and o he s akeholde s we e p esen ed wi h a se ies o s a emen s o which hey had o exp ess hei opinion, espec i ely add essing sus ainabili y in academic cu icula, in con inuing p o essional de elopmen and in egula ions and clien s’ equi emen s. A u he sec ion o he su ey ga e o esponden s he possibili y o commen in he o m o ee ex on he main challenges o he implemen a ion o sus ainabili y in p o essional p ac ice. Some 400 su eys we e collec ed om a ound 40 di e en coun ies [4]. As a conclusion o hese ac i i ies, an ‘Agenda o sus ainable a chi ec u al educa ion’ was o mula ed, ea u ing en p io i ies o be conside ed in cu iculum de elopmen o enhance sus ainable en i onmen al design in he educa ion and p ac ice o a chi ec u e. The ou comes o he ini ial s ages o EDUCATE ha e been consolida ed in wo epo s, encompassing he S a e o he A o En i onmen al Sus ainabili y in Academic Cu icula and Condi ions o Regis a ion and he S a e o he A o En i onmen al Sus ainabili y in P o essional P ac ice. These epo s a e downloadable om h p://www.educa e-sus ainabili y.eu/s a e-o - he-a CURRICULUM DEVELOPMENT Following he ini ial analysis and consolida ion o he s a e o he a , he wo k o EDUCATE has concen a ed on he p oposi ion o a amewo k o cu iculum de elopmen p omo ing he adop ion o p inciples and p ac ices o sus ainable en i onmen al design a di e en le els and s ages o a chi ec u al educa ion. Mul i-, in e - and ans-disciplina y con ibu ions o pedagogical ad ancemen ha e been explo ed, oge he wi h he app aisal o applied/expe ien ial lea ning me hods, new analy ic isualisa ion ools and he PLEA2012 - 28 h Con e ence, Oppo uni ies, Limi s & Needs Towa ds an en i onmen ally esponsible a chi ec u e Lima, Pe ú 7-9 No embe 2012 in eg a ion o up- o-da e echnical and didac ic insigh s om pedagogical esea ch. This ask has also included he implemen a ion and de elopmen o an e-lea ning sys em (EDUCATE Po al), ea u ing in e ac i e me hodologies o knowledge deli e y and sha ing. Concu en ly, pa ne s ha e sys ema ised he knowledge base o sus ainable en i onmen al design o be in oduced a he di e en s ages o a p og amme in a chi ec u e. The esul ing amewo k o cu iculum de elopmen has been cons uc ed in acco dance wi h he Bologna s uc u e o highe educa ion, hus p oposing he p og essi e implemen a ion o sus ainable en i onmen al design ac oss 6 yea s o a chi ec u al educa ion (3 yea s unde g adua e, 2 yea s g adua e, 1 yea pos g adua e) and wi hin con inuing p o essional de elopmen (CPD). The amewo k has been elabo a ed o o e a concep ual suppo o cu iculum de elopmen , al hough main aining su icien lexibili y o i o be adap able and adjus able o a di e si y o con ex s, educa ional me hods, esou ces, en i onmen al a ge s, e c. A cu iculum e ec i ely p omo ing sus ainable en i onmen al design in a chi ec u e mus by necessi y be based on a clea mission agenda, whe e sus ainabili y is seen as a p io i y om he beginning o he s udies. This equi es ha academic ins i u ions and p o essional bodies a e all ully commi ed o his p io i y, en husing and inspi ing s uden s o he p ac ices o sus ainabili y h ough app op ia e pedagogical me hods, ools and echniques, and he alloca ion o adequa e esea ch, human, inancial and empo al esou ces. Educa ion o sus ainabili y mus encou age c i ical awa eness and e lec ion on he nume ous in e dependencies wi hin cogni i e domains and suppo in es iga i e discou se be ween he a ious pa ies and p o essions in ol ed in he building indus y, con inuously con ibu ing o he e olu ion o knowledge h ough exempla (design-based) esea ch and esponsible p o essional p ac ice. De eloping a cu iculum o sus ainabili y mus build on a c i ical analysis o he p io i ies equi ed by he ma ke , so as o de ine he lea ning ou comes in e ms o knowledge, skills and compe ence expec ed o g adua es a each s age o hei p og ession owa ds quali ica ion. To his aim, pedagogical objec i es need o be ela ed o an expanding knowledge base o sus ainable en i onmen al design, which should encompass a once heo e ical, empi ical and analy ic domains. A solid concep ual backg ound is in ac an essen ial equi emen o p o ide s uden s and p ac i ione s wi h he abili y o con e ing physical laws in c ea i e a chi ec u al o ms. This, howe e , has o be suppo ed by expe ien ial unde s anding and e idence-based lea ning - so as o app ecia e how p inciples can be applied in o p ac ice - and by analy ic ools and simula ion echniques - ha can acili a e he es ing and e alua ion o di e en hypo heses om he ea ly s ages o design [5]. A a ie y o p og amme s uc u es could be adop ed o accommoda e such aims, making i un easible o o mula e he ‘ideal’ model o a cu iculum. This, in ac , has o espond o he speci ic eaching cul u e, e hos, and o ganisa ion (e.g., s a o s uden s’ a io) o he ins i u ion conce ned. Ye , basing on an analysis o he co ela ion be ween pedagogical a eas, i e pa adigma ic models o p og amme s uc u e can be iden i ied (Fig.1): • Pa allel: disciplina y domains un sepa a ely; • Pa ially in eg a ed: di e en a eas a e linked in deli e y o , mo e equen ly, in assessmen ; • Fully in eg a ed: a ious disciplines con e ge a ound he cen al co e o he design s udio p ojec ; • I e a i e: knowledge is p og essi ely deepened h ough a se ies o cogni i e ‘loops’; and, • Elec i e: con en s a e en iched by op ional cou ses, e.g., domain-speci ic modules o Mino deg ees. Pa allel Pa ially In eg a ed Fully In eg a ed I e a i e Elec i e Figu e 1: The i e models o p og amme s uc u e Each p og amme s uc u e b ings i s ad an ages and cons ain s, hence he pedagogy mus be suppo ed by adequa e me hods and echniques o acili a e knowledge ans e [6]. In his con ex , new eaching and lea ning ools de i ed om In o ma ion and Communica ion Technologies (e.g., e-lea ning) ha e been p o en o o e signi ican oppo uni ies o encou age sel - e lec ion, deep lea ning and c i ical unde s anding, and p omo e mul idisciplina y collabo a ion - undamen al skills o an in eg a ed educa ion in a chi ec u e. To his aim, he de elopmen o he EDUCATE Po al has ep esen ed an essen ial ool o he achie emen o he pedagogical objec i es o he p ojec , as well as a undamen al ins umen o accomplish i s p oposed long- e m impac s. The F amewo k o Cu iculum De elopmen epo is a ailable o download on h p://www.educa e- sus ainabili y.eu/educa e- amewo k THE EDUCATE PORTAL The ision o he EDUCATE Po al was o c ea e an online, in e ac i e and in elligen e-lea ning sys em ha acili a es he ans e o in o ma ion, knowledge, bes p ac ice, esul s and me hodologies, so as o p o ide in e ac i e suppo o s uden s and p ac i ione s, and ein o ce an in eg a ed app oach owa ds he emb acemen o p inciples o sus ainabili y and ene gy e iciency in he educa ion and p ac ice o a chi ec u e. Whe e possible, use has been made o exis ing so wa e and componen s ( o example, he D upal Con en Managemen Sys em). Howe e , no exis ing PLEA2012 - 28 h Con e ence, Oppo uni ies, Limi s & Needs Towa ds an en i onmen ally esponsible a chi ec u e Lima, Pe ú 7-9 No embe 2012 sys em (o combina ion o sys ems) could suppo he unc ional equi emen s o he EDUCATE Po al, hus signi ican de elopmen o new bespoke so wa e has been necessa y o implemen i s s uc u e. The EDUCATE Po al has been designed o o e he ollowing unc ionali ies: Knowledge Base; Reading Lis s; Discussion Fo um; Knowledge Base Ques ions; F equen ly Asked Ques ions; S udio Space: Knowledge Base - The publicly accessible online Knowledge Base (KB) ep esen s he collec ed expe ise o he conso ium pa ne s in key concep s o sus ainable en i onmen al design (h ps://www.educa e- sus ainabili y.eu/kb). The KB has been s uc u ed in h ee pa s: Issues and P inciples, Applica ions and Case S udies, and Tools. Each o he h ee pa s is o ganised in a p ima y ‘on ology’ - gene ally subdi ided in ca ego ies and clus e s - which o ms a key elemen o con en e ie al. Each clus e g oups a ela ed se o opics, case s udies and p ac ical esou ces. The ma e ial ela ing o each opic, case s udy and ool, is p esen ed in he o m o i e aspec s o ‘ abs’, which o e di e en iews on he con en s (Fig. 2). The Knowledge Base is no limi ed o a ee s uc u e (i.e., sec ions and subsec ions), bu a he i ea u es se e al ‘ho izon al’ links be ween con en s in i s di e en pa s, and makes use o links o ex e nal e e ences and websi es whe e app op ia e. Figu e 2: A snapsho o he EDUCATE Knowledge Base Reading Lis s - In o de o help s uden s ind in o ma ion conce ning a speci ic opic, case s udy o ool, an ins uc o a any o he pa ne ins i u ions can c ea e a eading lis consis ing o an o de ed, anno a ed se o links o he KB ha a e ele an o a cou sewo k o design p ojec , and which o m pa o he backg ound ma e ial o a module. Each s uden is able o access all he eading lis s se up by each pa ne , so as o os e exchange o pedagogical me hods and con en s. Discussion Fo um - The discussion o um suppo s in e ac ion be ween g oups o use s (e.g., academics, s uden s, and p o essionals), whe e commen s, pos s, in o ma ion, da a, links o ele an websi es, e c. can be pos ed and sha ed wi h o he use s. Depending on ins i u ional and cou se-speci ic se ings, discussion o ums can be accessible om all egis e ed use s, om s uden s om a speci ic uni e si y, o can be limi ed o a g oup o s uden s (e.g., en olled in a single module). Knowledge Base Ques ions - S uden s can ask a ques ion abou a speci ic KB con en di ec ly on he Po al, which is answe ed by an app op ia e expe om wi hin he conso ium. The ques ion and he answe may o may no be isible o o he use s in he same module / s udio g oup, a he disc e ion o he expe . The expe may decide o make a ques ion and an answe public o all s uden s (also only om hei ins i u ion), by ans e ing hem o he F equen ly Asked Ques ions. F equen ly Asked Ques ions - The FAQs p o ide answe s o equen ly asked ques ions on con en s ea u ed in he KB. The FAQs a e g ouped in o ca ego y o in e es , ollowing he same s uc u e o he KB. S udio Space - This unc ionali y has been designed o suppo he de elopmen and assessmen o design s udio wo k. S uden s en olled in a speci ic s udio may be equi ed o upload wo k o in e im assessmen a numbe o imes du ing a p ojec . Each s uden can c ea e olde s con aining hei uploaded wo k. Folde s can be accessible only by he s uden and he u o , o by o he membe s o he s uden ’s s udio o g oup, depending on he o ganisa ion o he design asks. I equi ed by he ins i u ion and/o hei module pedagogy, s uden s can also ha e access o wo k o o he s uden s o p o ide pee eedback. The deg ee o access can be con igu ed o mee he needs o he pa icula p ojec /g oup/ins i u ion and he s age o he wo k (in e im o inal). Access o in e im wo k is ypically limi ed o he u o , whils access o inalized wo k can be wide . A de ailed desc ip ion o he a ious unc ionali ies o he EDUCATE Po al, he esul s and eedback ob ained in i s es ing phases, and he sou ce code o he Po al, a e all a ailable o download om h p://www.educa e- sus ainabili y.eu/po al-de elopmen TESTING OF THE PEDAGOGY Following he adop ion o he amewo k o cu iculum de elopmen a pa icipa ing ins i u ions, pa ne s ha e engaged in es ing a ious pedagogical p ac ices and measu ing hei success in e ms o p omo ion o en i onmen al sus ainabili y wi hin design s udio. The es ing has been s uc u ed in a se ies o s ages. Ini ially, he p oposed amewo k has been compa ed o cu en educa ional p ac ices a pa icipa ing ins i u ions and has been a i ied by he na ional Chambe s o A chi ec s agains hei acc edi a ion and quali ica ion c i e ia. Subsequen ly, new and/o adap ed cou se and module syllabi ha e been de eloped by pa ne s. A his s age, a Pilo S udy o 5 mon hs du a ion (Feb ua y o July 2011) has been launched o es he pedagogy de ised and measu e he e ec i eness o he eaching PLEA2012 - 28 h Con e ence, Oppo uni ies, Limi s & Needs Towa ds an en i onmen ally esponsible a chi ec u e Lima, Pe ú 7-9 No embe 2012 and lea ning ea u es p o ided by he EDUCATE Po al. In collabo a ion wi h egula o y bodies, building p o essionals ha e also simul aneously been in i ed o ial he use o he Po al o suppo CPD ac i i ies. The esul s o he Pilo S udy ha e lead o u he e inemen o he pedagogical de elopmen s de ised by pa ne s, and ha e in o med he subsequen 4-mon h s age o analysis, he Field Tes ing (Sep embe o Decembe 2011). Du ing bo h es ing phases, secu e access p o ided o s a , s uden s and p ac i ione s o he EDUCATE Po al has cons i u ed a undamen al ool o enhance he success o he pedagogy. The numbe o use s in ol ed in he es ing has been consis en wi h cu en p ac ices o s udio eaching. Speci ically, 1,580 indi idual accoun s on he EDUCATE Po al ha e been p o ided o academics, s uden s and p o essionals a ilia ed wi h pa ne o ganisa ions [7]. Di e en use g oups ha e been p o ided wi h ea u es ailo ed o he pedagogical p ac ices a each ins i u ion. S uden s ac oss pa ne o ganisa ions ha e accessed echnical in o ma ion di ec ly on he Po al, comple ed assignmen s, p esen ed hei wo k, go eedback on hei design p og ess and e iewed he wo k o o he s. The Po al has also dissemina ed knowledge, guidelines, exempla y wo k, bes p ac ice, e c., hus c ea ing an online ne wo k acili a ing a wide ans e o in o ma ion, esul s and me hodologies. A su ey was dis ibu ed o all he EDUCATE Po al use s a he end o each es ing phase so as o measu e i s e ec i eness in suppo ing eaching and lea ning o sus ainabili y. The b ie s de eloped a each pa ne ins i u ion, and he esul s ob ained in he es ing, a e illus a ed in de ail in he publica ion Resul s o Cou se and Cu iculum De elopmen a ailable on h p://www.educa e- sus ainabili y.eu/ esul s-o -de elopmen EDUCATE PRIZE In he con ex o he es ing o cou se and cu iculum de elopmen s, an In e na ional S uden Awa d - unde he banne o EDUCATE P ize - was launched in July 2011, o which s a and s uden s om all pa ne s, as well as om o he Eu opean and non-Eu opean academic o ganisa ions, ha e been in i ed o pa icipa e. The EDUCATE P ize p ima ily aimed o celeb a e ou s anding s uden wo k ha c ea i ely in es iga es and e lec s on he a ious dimensions o sus ainabili y in a chi ec u e and u ban design. The P ize was also concei ed o ewa d o iginal and inno a i e ideas and pedagogical me hods p omo ing sus ainable p inciples and p ac ices in cu icula o highe educa ion. The in e na ional cha ac e o he EDUCATE P ize, he ee choice o he hemes analysed by he submi ed p oposals (i.e., he b ie did no p esc ibe a p ecise si e o design p og amme), and he di e si ica ion be ween di e en le els o en y, ha e been a anged o e lec he lexibili y, au onomy, indi iduali y, cul u al di e si y and inno a ion o app oaches ha cha ac e ise con empo a y a chi ec u al educa ion. The EDUCATE P ize has been s uc u ed unde h ee di e en Ca ego ies: • Ca ego y I: S uden design p ojec s (Yea s o s udy 1-3, Unde g adua e Deg ees); • Ca ego y II: S uden design p ojec s (Yea s o s udy 4-6, G adua e and Pos g adua e Deg ees), • Ca ego y III: Open s uden wo k (non-building design p ojec s, such as ideos, collages, e c.). Awa ds anged om € 200 o € 1,000 o each Ca ego y. Academic membe s o s a om Facul ies, Schools and Depa men s o A chi ec u e (o ela ed discipline) wo ldwide we e eligible o egis e hei module, cou se o design s udio o he EDUCATE P ize and submi maximum one en y unde each Ca ego y. Academics egis e ing o he P ize we e also gi en ee use o hemsel es and hei s uden s o he EDUCATE Knowledge Base (s ill unde secu e-access a his s age), so as o suppo dissemina ion o knowledge o sus ainabili y in he de elopmen o he p ojec s. By he se deadline (9 h Decembe 2011), 122 academics egis e ed o he EDUCATE P ize in ep esen a ion o 64 Uni e si ies wo ldwide (48 Uni e si ies om Eu ope, 6 om No h Ame ica, 5 om Asia, 2 om Sou h Ame ica, 2 om Aus alia and 1 om A ica). 387 new use s ( u o s and s uden s) we e gi en ee access o he EDUCATE Knowledge Base. 86 en ies unde he 3 Ca ego ies o he EDUCATE P ize we e ecei ed om 42 di e en Uni e si ies (34 Uni e si ies om Eu ope, 2 om he Uni ed S a es, 2 om Chile, 1 om Canada, 1 om Bangladesh, 1 om Singapo e, and 1 om Malaysia). Unde he coo dina ion o he Ba a ian Chambe o A chi ec s (Ge many), he assessmen p ocess in ol ed an independen Ju y composed by membe s o Eu opean p o essional ins i u ions and in e na ional a chi ec s. Assessmen c i e ia ha e been p ima ily based on he echnical and heo e ical con en s ea u ed in he online EDUCATE Knowledge Base. The pedagogical me hods, eaching and lea ning p ocesses, me hodologies o suppo ing he design de elopmen , capaci y o c i ical e lec ion and awa eness o sus ainable manda es demons a ed by he au ho (s) o he en ies we e also highly ega ded amongs he judgmen c i e ia. The Awa d Ce emony and exhibi ion was held in Rome (I aly) on he 23 d Feb ua y 2012 in he con ex o a Symposium on Educa ion o Sus ainabili y wi h in e na ional speake s. Fu he in o ma ion and a p esen a ion o all he awa ded p ojec s is a ailable on h p://www.educa e-sus ainabili y.eu/p ize WHITE PAPERS The esul s ob ained h oughou he h ee yea s o de elopmen o EDUCATE ha e in o med, in i s inal s age, he o mula ion o p inciples o sus ainable PLEA2012 - 28 h Con e ence, Oppo uni ies, Limi s & Needs Towa ds an en i onmen ally esponsible a chi ec u e Lima, Pe ú 7-9 No embe 2012 a chi ec u al educa ion and he p oposal o clea and consis en c i e ia o p o essional quali ica ion. To his aim, pa ne s ha e p ima ily app aised and alida ed he esul s ob ained du ing he es ing, whils also acknowledging eedback om ele an s akeholde s (e.g., ex e nal examina ion boa ds) in o de o imp o e and e ine he pedagogical de elopmen s p oposed. The ou pu s o hese ac i i ies ha e been consolida ed in he p oduc ion o a whi e pape on Sus ainable A chi ec u al Educa ion, which p esen s a se ies o pedagogical p inciples and p ac ices - illus a ed in e ms o mission agenda, lea ning ou comes, p og amme s uc u e, me hods o eaching and lea ning, and s a egies o ans e o pedagogy - o os e he implemen a ion o sus ainable en i onmen al design a di e en s ages o a chi ec u al educa ion. Fa om ad oca ing he s anda disa ion o pedagogies in highe educa ion - and hus suppo ing he equi emen o independence and o iginali y in academic and pos - p o essional aining in he disciplines o he buil en i onmen - hese p inciples and p ac ices a e solely in ended o p o ide me hodological lines o cu iculum and cou se de elopmen owa ds he emb acemen o en i onmen al sus ainabili y in a chi ec u al educa ion. Concu en ly, wo king in andem wi h Chambe s o A chi ec s, pa ne s ha e asce ained he le el o knowledge, skills and compe ence acqui ed by s uden s and g adua es unde he pedagogical de elopmen s analysed wi hin he es ing, and ha e compa ed hese agains cu en c i e ia o p o essional quali ica ion. To u he measu e he capaci y o highe educa ion p og ammes o espond o ma ke demands, pa ne s ha e also sc u inised he esul s o he CPD ials conduc ed wi h building p ac i ione s, also ga he ing eedback om a chi ec s and p o essional associa ions. The abili ies demons a ed by s uden s and p ac i ione s du ing he es ing ha e also been measu ed in esponse o cu en ene gy egula ions and building codes. As a esul , a whi e pape on C i e ia o P o essional Quali ica ion has been o mula ed, p oposing s a egies o he de elopmen o consis en condi ions o acc edi a ion o a chi ec u al cu icula and c i e ia o p o essional egis a ion, in o med by he impe a i es o sus ainabili y. S a egies and c i e ia ha e been o mula ed in acco dance wi h (and complemen ing) he Di ec i e 2005/36/EC o he Eu opean Pa liamen on he mu ual ecogni ion o p o essional quali ica ions ac oss EU membe s a es, ye s ill allowing some lexibili y o hem o be po en ially emb aced by egula o y bodies in di e en coun ies. The wo whi e pape s - a ailable on h p://www.educa e-sus ainabili y.eu/whi e-pape s - a e being dissemina ed so as o encou age he ans e o he esul s o EDUCATE o schools o a chi ec u e and p o essional ins i u ions wo ldwide. CONCLUSION To espond o he challenges o clima e change, he building indus y nowadays demands g adua es and p ac i ione s o disciplines o he buil en i onmen able o ace a ange o in eg a ed challenges ha include, o he han c ea i e abili ies, also compe ence o sus ainable en i onmen al design. Fo his o ake place, a p ocess o e ision o highe educa ion and p o essional aining is needed, so as o gua an ee ha he p omo ion o sus ainable en i onmen al design si s a he co e o academic and pos -p o essional educa ion owa ds a esponsible p ac ice o a chi ec u e. Ini ia i es such as he EDUCATE p ojec es i y o he g owing app ecia ion o he need o emphasise collabo a ion be ween highe educa ion and egula o y ins i u ions, and ei e a e he equi emen o a holis ic app oach in he aining o building p ac i ione s, whe e design is no only seen as a c ea i e p oblem-sol ing exe cise, bu whe e analy ic skills, c oss- e e encing, imagina i e econs uc ion and independen hinking can o m he basis o a es uc u ed a chi ec u al cul u e, os e ing meaning ul dialogue ac oss seemingly dis an ields o knowledge and specialised expe ise [8]. ACKNOWLEDGEMENTS. The au ho s wish o acknowledge he wo k and con ibu ion o all o he membe s o s a ha ing pa icipa ed o EDUCATE: Pe e Ru he o d, Robin Wilson, B ian Fo d, Mi en xu Ulloa, B ian Logan, Ma kus Feiss , Neil Madden, Julian Zappala, Lucelia Ta an o Rod igues, Robe Thomas (UNOTT); Mili Ky opoulou, Jo ge Rod íguez Ál a ez, Albe o Mole o, Juliane Wol , Mania Ampa zi (AA); Sophie T ach e, Magali Boda , Oli ie Da e elle, A naud E a d, Co alie Cauwe s, Jade Del ou (UCL); Ba ba a Hausmann, Die ich Fink, Ge ha d Hausladen, Sebas ian Massmann (TUM); Gio gio Pegui on, Lukia Fais, Ble ina Celniku, Manuela Cagliozzi, Se ena Baiani (DATA); Jaime López de Asiain, Celina Escoba Bu gos, Ana López de Asiain, Pila Pé ez del Real, Asuncion Salas Casado (SAMA); Gábo Becke , Zsuzsanna Fülöp, Lajos Takács, Csaba Szik a (BME). To be acknowledged is also he p ecious ad ice gi en by in e na ional a chi ec s, including: Pe e Clegg (Feilden Clegg B adley S udios), Ma io Cucinella (MC A chi ec s), Bill Ge hing (Bill Ge hing: Sus ainabili y + A chi ec u e). Finally, o men ion is he suppo p o ided by ep esen a i es o chambe s o a chi ec s: Richa d Hawkes (UK), Richa d Del iesmaison (Belgium), Oli e Heiss (Ge many), Pa izia Cole a (I aly), Nie es Mes e and Edua do Roig (Spain), Jolan Racz and A ila E sey (Hunga y). REFERENCES 1. Al omon e, S. (2009). En i onmen al Educa ion o Sus ainable A chi ec u e. Re iew Eu opean S udies, 1(2):12-24. 2. EDUCATE (2009). Mission S a emen . Ac ion Kick-o Mee ing, No ingham, 7 h July 2009. PLEA2012 - 28 h Con e ence, Oppo uni ies, Limi s & Needs Towa ds an en i onmen ally esponsible a chi ec u e Lima, Pe ú 7-9 No embe 2012 3. EDUCATE (2010a). S a e o he A o En i onmen al Sus ainabili y in Academic Cu icula and Condi ions o Regis a ion. [Online] A ailable a : h p://www.educa e- sus ainabili y.eu/downloads/s a e-o - he-a 4. EDUCATE (2010b). S a e o he A o En i onmen al Sus ainabili y in P o essional P ac ice. [Online] A ailable a : h p://www.educa e-sus ainabili y.eu/downloads/s a e-o - he-a 5. AA-A chi ec u al Associa ion (2010). MSc & MA ch Sus ainable En i onmen al Design, P og amme Guide 2010- 11. En i onmen & Ene gy S udies P og amme. [Online] A ailable a : h p://www.aaschool.ac.uk/ee 6. EDUCATE (2011). F amewo k o Cu iculum De elopmen . [Online] A ailable a : h p://www.educa e- sus ainabili y.eu/educa e- amewo k 7. EDUCATE (2012a). Resul s o Cou se and Cu iculum De elopmen . [Online] A ailable a : h p://www.educa e- sus ainabili y.eu/ esul s-o -de elopmen 8. EDUCATE (2012b). EDUCATE Summa y. Educa ion o Sus ainable En i onmen al Design [Online] A ailable a : h p://www.educa e-sus ainabili y.eu/ esul s-summa y