Term: Spring 2009 NEW 490/CCE 491/591: Sustainability by Design Instructor: Joe Brown, PhD Office: 101A Carmichael

Office Hours: Tuesdays, 2-4pm e-mail: joebrown@bama.ua.edu

Catalog Description

This interdisciplinary, largely hands-on course will examine current approaches to sustainability and green design in the built environment. Our focus will be primarily on low-cost residential housing in Alabama, although other types of building will also be covered. The course will draw on the LEED (Leadership in Energy and Environmental Design) framework developed by the United States Green Building Council, which is the industry standard for assessing building sustainability. This course will involve significant out of class time commitments and field work. Permission of instructor None The primary objective of this course is to introduce students to sustainable design in the built environment. Specific objectives are to: 1. Cultivate systems thinking about sustainable design and construction 2. Develop an understanding of tools and methodologies used in green design, including but not limited to the LEED framework as developed by the USGBC 3. Increase understanding of green design through hands-on design and construction projects 4. Demonstrate ability to conceptualize and apply green design principles to existing buildings 5. Incorporate service learning as a vehicle for learning about building practice, grounding design projects, and involving stakeholders in course outcomes Following this course, students will be able to: 1. Identify key differences between conventional and green residential and commercial building 2. Understand the core principles in the LEED framework (sustainable site development, water savings, energy efficiency, materials selection, and indoor environmental quality) 3. Apply these principles to the analysis of existing structures via the LEED certification process 4. Incorporate LEED concepts in the design of a proposed building 5. Effectively communicate findings from analysis/design in the form of a highquality report and presentation to stakeholders 6. Begin preparation for taking one or more LEED Professional Accreditation exams to become a LEED accredited professional. This is the only industryrecognized credential for green design.

Prerequisites Co-requisites Course Objectives

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Course Websites Required Texts and References Suggested Texts and References Grading

http://bama.ua.edu/~brown/new490.html, SL Pro All course material will be handed out in class and/or will be available on the course website. LEED for New Construction; LEED for Homes. More information provided in class. Grading opportunity Points each and total % of final grade*, undergrad s 11 5 11 21 % of final grade, grad students** 10 5 10 20

Reflection papers 67 points each (200 total) Design critiques 50 points each (100 total) Midterm presentation 200 points Final project: 400 points group component Final project: 400 points 21 20 individual component Grad student paper 100 points n/a 10 Final presentation 100 points 5 10 Participation 500 points 26 25 * Rounded to nearest percentage point. ** Graduate students enrolled in this course (as CCE 591) will be required to do a supplemental writing project TBA and their grades will be adjusted according to the system outlined below. Scale: 97-100=A+, 93-96=A, 90-92=A-; 87-89=B+, 83-86=B, 80-82=B-; 7779=C+, 73-76=C, 70-72=C-; 67-69=D+, 63-66=D, 60-62=D-; 59 and below=F.

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Assignments

1. A total of 3 short (500-1000 word) papers will be due over the course of the semester to stimulate reflection on the service learning aspects of the class. 2. Two design critiques of existing buildings using the LEED framework will be required (in-class). These will involve application of LEED design criteria to identify and cost improvements. 3. The midterm project presentation will outline the semester project for student groups. The presentations will be to a review panel of experts and stakeholders. Students will generate a mid-term report outlining their proposed design projects. 4. The final project will be a full analysis of an existing/planned building and site, with the aim of incorporating LEED credits to effect sustainable design. More details follow. A final presentation of the project by student teams will be given to stakeholders and the review committee (open to the public). 5. Students are required to complete work contracts with community organizations. 32 hours of on-site work is required over the course of the semester (up to 10 April). Time must be documented and approved by the site manager following guidelines set forth in student work contracts with the partner organization and logged on SL Pro. 6. Students taking the course for graduate credit will be required to submit an additional 2000-3000 word paper on current research relevant to sustainable design. More details will be provided in class.

Attendance Policy

Students are expected to attend all lectures. In an absence is unavoidable, the student should contact the instructor before the class meets. The participation grade will be based on successfully completing work assignments and fulfilling all hour requirements for the course, including attendance at lectures, other students presentations, and field work. Late assignments will lose 5% points for every day that they are late for the first week. Assignments that are over one week late will not be accepted. The final paper for graduate students will not be accepted late . Presentations cannot be rescheduled. Students are REQUIRED to provide the rest of the class with an email address and you MUST check your email on a regular basis (i.e., more frequently than weekly). Because student teams are working independently, often outside normal class hours, we need to use email to maintain regular contact. Readings, class schedule changes, and assignment updates will also be sent to students email accounts OR posted on the course website. It is your responsibility to check the course website frequently for updates.

Assignment Policy

Other Course Policies

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Course Portfolio

The CE program requires every student in every class to develop a course outcome portfolio. Through the course portfolio, each student is to demonstrate their achievement of the specific program outcomes addressed in each course (see the Contribution to Program Student Outcomes section of this syllabus). Graded work from the course (e.g., graded homework, projects, reports, quizzes, exams, etc.) may be used to illustrate achievement of the outcomes. Several assignments, projects, and/or quiz/exam questions in each course will address specific outcomes. If a student does well in these assignments, they would be suitable examples for inclusion in the degree portfolio. The portfolios will be collected prior to the final project presentation. Grading is pass/fail. The intent of this requirement is to assist students with the development of a wellorganized program outcome achievement portfolio required for graduation. The portfolio must be organized with tabs indicating each outcome separately (e.g., T3, T5, T6, and P2). Behind each tab, student work demonstrating command of the respective outcome should be neatly presented. All materials must be threehole punched, but do not use a three-ring binder. Rather, the portfolio materials must be secured with appropriately sized binder clips. A cover page is required and must include the students name, the course number and title, and the term the course was taken.

Academic Misconduct

Any act of dishonesty in any work constitutes academic misconduct, including but not limited to cheating, plagiarism, fabrication of information, misrepresentations, and abetting of any of the above. The Academic Misconduct Disciplinary Policy will be followed in the event of academic misconduct and will be handled by the Deans office. Reasonable accommodations are made on an individualized basis. It is the responsibility of persons with disabilities, however, to seek available assistance and make their needs known. The University has designated the Office of Disability Services as the campus coordinating office for the provision and delivery of services and reasonable accommodations that ensure the University's programs, services, and activities are accessible to students with disabilities. The Office of Disability Services is available to assist any student who has a qualified and documented disability. Please contact the Office of Disability Services at 3484285 for additional information.

Accommodations

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Final project

The design project for NEW 490/CCE 491/591 represents an unconstrained problem: students will use skills learned in the class and on service projects to approach a new, "real world" problem for which there is no set answer. Students use the LEED framework developed by the US Green Building Council to analyze an existing structure and site, using plans, observations and measurements, calculations, modeling, and other tools articulated in LEED. Key information about the design project: Students work in design teams of two individuals (one student from New College, one engineering student) Students may choose an existing building from a service-learning partner organization (e.g., Habitat for Humanity, Community Services of West Alabama, HERO, other organization) or other building with approval of the instructor. Students are encouraged to take on buildings that are being replicated, so that design improvements can be incorporated readily into future incarnations of that building or similar buildings (e.g., Habitat houses). Based on building plans and an as-built assessment, students perform a material take-off for the building. Interviews with builders, the architect, and others may help contribute to student understanding of design and practical constraints. Students perform a basic energy use model for the building and an energy audit as per LEED framework. Students must complete a full site assessment according to the LEED framework. Students must tally all LEED credits and assess the building in meeting LEED criteria. Once the as-built building is analyzed, the design phase begins. Students use the LEED framework to develop ideas for incorporating LEED credits to achieve sustainable design. Students are encouraged to develop and refine definitions of what constitutes sustainable, starting with but moving beyond ideas and materials presented in class. Design ideas with potential are vetted in group charrette and critique. Proposed material take-offs, cost estimates, and design details are generated by students and vetted by peers and the instructor. Students compile a comprehensive report on the existing and proposed designs, including cost and other relevant information, focusing on the LEED framework and practical applicability of proposed design changes. Students present findings to a group of stakeholders from partner organizations and a review committee.

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Contribution to Program Student Outcomes

As required for the accreditation of our BSCE program, the Civil Engineering program at The University of Alabama, in full consultation with its various constituencies, including alumni and employers, has established the following overarching student outcomes. These outcomes describe what students are expected to know or be able to do at the time of graduation from our program. To progress towards these outcomes, each course contributes both directly and indirectly to the development of various skills, specific to the course subject matter, that support these outcomes. At a minimum, the outcomes that have been checked below will be fully or partially addressed specifically and in a significant manner in this course. Other outcomes may be addressed to a lesser extent. Outcome T1: Solve problems in mathematics through differential equations, (Level 3) probability and statistics, calculus-based physics, and general chemistry. Outcome T2: Select and conduct civil engineering experiments to meet a (Level 4) need, and analyze and evaluate the resulting data. Outcome T3: Apply relevant knowledge, techniques, skills, and modern (Level 3) engineering tools to identify, formulate, and solve engineering problems, including problems in at least four technical areas appropriate to civil engineering. Outcome T4: Design a system or process in more than one civil engineering (Level 5) context to meet desired needs, within realistic constraints such as economic, environmental, social, political, ethical, health and safety, constructability, and sustainability. Outcome T5: Predict possible global, economic, environmental, and (Level 3) societal impacts of a specific, relatively constrained engineering solution. Outcome T6: Function effectively as a member of a multidisciplinary team. (Level 3) Outcome T7: Define key aspects of at least one traditional or emerging area (Level 1) of advanced specialization within the context of civil engineering. Outcome P1: Analyze a situation involving multiple conflicting (Level 4) professional and ethical interests, to determine an appropriate course of action.

Outcome P2: Organize and deliver effective written, verbal, graphical and (Level 4) virtual communications. Outcome P3: Demonstrate the ability to learn through independent study, (Level 3) without the aid of formal instruction. Outcome P4: Demonstrate the ability to incorporate contemporary issues (Level 3) into the identification, formulation, and solution of an engineering problem. Outcome P5: Explain the importance of licensure, and basic concepts in (Level 2) engineering management, business, public policy, and leadership.

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