1 An Introduction To Sustainable Architecture

Pollution Prevention
in Architecture
NATIONAL POLLUTION PREVENTION CENTER FOR HIGHER EDUCATION
Introductory Module
Prepared by Jong-Jin Kim, Assistant Professor of Architecture,
and Brenda Rigdon and Jonathan Graves, Project Interns;
College of Architecture and Urban Planning, University of Michigan.
Introduction and Overview

Introduction ...................................................................... 2
Objectives of Environmental Education ........................ 3
Level 1: Creating Environmental Awareness ..................... 3
Level 2: Understanding Building Ecosystems ................... 3
Level 3: Ability to Design Sustainable Buildings ............... 4
Current Status of Sustainability in Architecture ........... 4

Educational Survey .............................................................. 5
Building Product Manufacturers Survey ............................ 7
Review of NAAB Criteria .................................................... 10
Objectives of This Compendium ................................. 12

Flexibility ............................................................................. 12
Compendium Structure ..................................................... 12
Summary ........................................................................ 14
Appendix A: .................................................................... 15
Appendix B: .................................................................... 21
Appendix C: .................................................................... 25
Combined Resource List

Combined Annotated Bibliography
Syllabi
National Pollution
Prevention Center for Higher Education University of
Michigan
Introduction
and Overview
August
1998
Dana Building, 430 East University, Ann Arbor MI 48109-1115
734.764.1412 fax: 734/647.5841 nppc@umich.edu www.umich.edu/~nppcpub
May be reproduced
freely for non-commercial
educational purposes.
Introduction
and Overview
Sustainable
Architecture
1
August 1998
Introduction
Buildings have diverse effects on the environment during
their entire life cycles. Although the tangible impacts are
visible only after construction begins, decisions made on the
drawing board have long-term environmental consequences.
To achieve environmental sustainability in the building
sector, it is crucial to educate architecture students in environmental issues.
In spite of the urgent need, teaching materials specifically
designed for sustainable architecture have been virtually nonexistent. While many energy conservation materials have been
developed since the 1970s 1, resources for addressing larger
environmental issues and pollution prevention techniques are
greatly lacking. Although some environmental education in
architecture has been done on an ad-hoc basis, it is fragmented
and insufficient.
To provide a framework, appropriate pedagogical models,
and supporting educational resources, we have developed
this compendium specifically for teaching environmental
sustainability and pollution prevention in architecture. In
the development process, we have:
assessed the current status of research, development,
and design activities in this area
compiled information on new materials and products that
enhance environmental sustainability (lower toxicity,
higher recycled material content, lower embodied
energy, and higher energy efficiency).
surveyed architectural educators in the U.S.
Our survey indicated a significant shortage of teaching
materials for environmental education in architecture; our
subsequent attempt to identify educational materials
currently being used at architectural schools has only
reaffirmed the fact that architecture educators lack adequate
educational resources.
Charles C. Benton and Alison G. Kwok, The Vital Signs Project: Work in Progress, Proceedings of the ASES
Conference (SOLAR 95), Minneapolis, 1995, Boulder, Colo.: American Solar Energy Society.
2 Sustainable Architecture
August 1998
Objectives of Environmental Education

The ultimate goal of environmental education in architecture is to increase sustainability in the building sector. In
achieving this goal, we discern three levels of educational
objectives.
Level 1: Creating Environmental Awareness
Level 1
Environmental
Awareness
A majority of architecture students choose the field because

of their artistic aspiration, and their primary interest is in
form-making. While students are generally sympathetic to
the environmental cause, they may not be active environmental advocates. Thus, it is important to make them aware
of the following:
Level 2
Understanding Building
Ecosystems
Level 3
Design of
Sustainable Buildings
1. Form-making (i.e., architecture) impacts local

as well as global environments.
2. Their profession is responsible for some
environmental problems.
3. They can contribute to a healthy global
environment by practicing sustainable design.
The primary strategy for the early stage of education is to
stimulate students interest in environmental issues. Once
that is underway, introduce the basic laws governing the
nature and environment; then demonstrate the relationship
between the natural laws and design. Note that it is much
easier to instill an environmental consciousness at the
formative stage of education than in later stages!
Level 2: Understanding Building Ecosystems

The second level of education is to create an understanding
of how buildings can be designed for the environment.
For this purpose, a building should be understood as an ecosystem through which natural and manufactured resources
continually flow. Within the building ecosystem, a series of
subsystems regulate the flow of one or more types of resources.
It is important to understand that a building affects and
pollutes the environment on both the input side (upstream)
and the output side (downstream). Case studies of representative buildings, both successful and unsuccessful, can be
August 1998
Sustainable Architecture 3
effective teaching tools. To enrich students learning, choose

case studies that illustrate:
a range of buildings designed under different
physical and social contexts
the ways fundamental principles of design impact
the environment
original design concepts, procurement of materials,
considerations given to the construction process, and
various building performances during operation.
Level 3: Ability to Design Sustainable Buildings

The third level of environmental education is to give students
the skills and knowledge-bases to seek and find sustainable
design solutions. Introduce methods and techniques ranging
from site planning, building design, and specification of materials to the recycling and reuse of architectural resources in
design. Rather than teaching a set of specific skills, develop
your students abilities to explore, assess, and pursue various
alternatives for sustainable design.
The Current Status of

Environmental Sustainability
in Architecture
Although there is a universal consensus on the importance
of environmental education in architecture, the questions of
what, when, and how to teach specific subjects related to
environmental sustainability cannot be easily answered.
One reason for this is that architecture covers a vast number
of disciplines ranging from art to science determining the
level and extent of environmental education within design,
technology, history, theory, practice, and environmental
behavior is a formidable task. (At present, in the absence of
a clear pedagogical framework, environmental education is
being presented as an ethical issue rather than science.)
In the process of developing this compendium, we have
assessed the current status of sustainable architecture in the
August 1998
areas of research, design practice, and education.

Specific areas of the assessments include:
Current environmental technology course curricula,
based on an informational survey of architectural
educators
Building materials and products with a higher degree
of environmental sustainability (lower toxicity,
higher recycled material content, lower embodied
energy, higher energy efficiency)
National Architecture Accreditation Board (NAAB)
criteria relevant to environmental education
See Appendix A for

survey responses.
Educational Survey
We surveyed architecture educators to determine the current
extent of environmental education in the field. We chose the
architecture schools and environmental technology department from members of the Association of Collegiate Schools
of Architecture (ACSA). Our one-page questionnaire sought
the status of environmental education in terms of the quantity
and intensity of courses dealing with sustainability and the
types of educational materials used in these courses. We asked
respondents to send copies of their teaching materials, such as
syllabi, bibliographies, and assignments, with their completed
surveys. We also asked them what case study buildings, field
trips, laboratory facilities, and conferences they used in teaching environmental sustainability.
Findings
Of the 200 surveys sent out to faculty members of
accredited architectural school in the United States
and Canada, we received 14 responses. This very
low response rate (7%) may indicate a lack of
importance placed on sustainable design by many
architectural educators.
The responses revealed a number of courses dealing
specifically with sustainable design but few that
incorporate sustainable issues into the general
curriculum. Of the respondents, only 3% reported
current courses dealing specifically with sustainability.
However, 93% said they addressed sustainability
issues within the context of other courses (generally
August 1998
those focusing on basic environmental control

systems). After examinating the syllabi received,
we determined that this meant that one or two
lectures on a sustainability topic were included in
a semester-long class.
Homework and visual materials (slides, videos, etc.)
were the most commonly used educational materials.
Of the respondents, 71% used homework such as
research projects and essays; 62%, visual materials;
and 47%, other materials such as design studio
projects, service-based learning activities, and student
presentations. Only 43% employed laboratory
exercises for teaching sustainable design. Most
respondents used a combination of teaching materials.
Specific buildings and/or field trips were used as
environmental case studies by 86% of the respondents.
To enhance and reinforce course materials, they led
field trips to local utility companies as well as to residential and commercial buildings featuring alternative
energy systems and other sustainable features.
Conclusions
In general, the responses indicate a significant shortage of
teaching materials designed specifically for sustainable
architecture. The number of courses focusing on it and the
frequency with which it is discussed within other architecture
courses reflects the low level at which sustainable design concepts have been incorporated into the regular curriculum.
Sustainable architecture is a complex subject that should be
covered throughout the curriculum. The syllabi received show
how sporadic this coverage really is; the educational materials
that faculty cite suggest the need for new materials to provide
students with a sustainable architecture knowledge base for
use in their future practices.
The NPPC is willing to provide additional

materials free of charge on our website
please see the front page for
information on how to contact us!
The development of new materials can be facilitated by

an exchange of current materials among educators. This will
require an organizational structure and inexpensive media for
the distribution of educational resources. This Compendium
provides a framework for teaching sustainability in architecture schools and a means of distributing copyright-free
material to educators.
August 1998
Building Product Manufacturers Survey

The use of environmentally friendly building materials is the
simplest step for achieving environmental sustainability in
architecture. However, architects cannot use such materials
unless they can get answers to these questions:
1. What attributes make a building material or product
environmentally sustainable?
2. How can the environmental sustainability of a
building material or product be measured?
3. Where can designers find the information on
sustainable building materials?
See Appendix B for

a sample survey form
and database entry.
Each step of the manufacturing process gathering and refining

raw materials, installation, and ultimate reuse or disposal is
associated with a range of environmental consequences.
Evaluating these consequences is difficult, if not impossible.
Knowledge of the material itself is not enough: the architect
must know the source of the raw material, the methods of
obtaining it, and the processes used by manufacturers, which
can vary greatly from one brand to the next.
To assess the current status of sustainable building materials,
we surveyed 500 building product manufacturers. The twopage survey was composed of five sections:
1. Information on the company, product name, and
Construction Specification Institute code (a system
for specifying building materials).
2. A description of the product, including dimensions
and suggested applications.
3. Sustainability features of the product and information
on estimated cost compared to traditional materials.
4. Buildings in which this product was used.
5. General comments.
August 1998
Responses
We were relying on manufacturers, who may not always be
objective; some representatives seemed to have little awareness of the environmental impact of their products. Also,
although over 500 surveys were issued, only 121 people
responsed to the survey; the majority simply submitted a
product catalog, which we have added to our resource
library. Therefore, a quantitative evaluation of sustainable
versus non-sustainable materials was not possible.
Criteria for Sustainable Building Materials and Products
We identified three groups of criteria, based on the building
material life cycle, that can be used for evaluating environmental sustainability of building materials. The presence of
one or more of these features can assist in determining a
building materials relative sustainability.
PRE-BUILDING PHASE: MANUFACTURE
See the Sustainable Building

Materials module for a complete
discussion of building materials
life cycle phases and definitions
of sustainability criteria.
Waste Reduction
Recycled Content
Embodied Energy Reduction
Use of Natural Materials
BUILDING PHASE: USE
Energy Efficiency
Water Treatment/Conservation
Use of Non- or Less-Toxic Materials
Renewable Energy Systems
Longer Life
POST-BUILDING PHASE: DISPOSAL
Biodegradability
Recyclability
Reusability
August 1998
70
65
60
WR
PP
RC
EER
NM
Pre-Building Phase
Waste Reduction
Pollution Pre vention
Recycled Content
Embodied Ener gy Reduction
Natural Material
EE
WTC
NT
RES
LL
Building Phase
Ener gy Efficienc y
Water Treatment/Conser vation
Non or LessT oxic
Renewable Ener gy System
Long er Lif e
BD
RC
RU
Post Building Phase

Biodegradab le
Recyclable
Reusab le
Other
55
50
45
40
35
30
25
20
15
10
5
0
WR
PP
RC EER NM
Pre-Building Phase
EE WTC NT RES LL
Building Phase
Sustainab le Criteria
BD
RC
RU
OTHER
Post Building Phase
Figure 1: The frequency of various features of sustainable building materials.
Findings
The results of the survey were based on the sustainability criteria
discussed above and the percentage of respondents claiming
each feature for their products (see Figure 1).
The results of the survey show a concentration of products featuring the waste reduction (56), energy efficiency (67),
recycled content (67), and non- or less-toxic (57) criteria. This
may be due to several factors. The sources for the manufacturers surveyed were lists potentially biased toward these types of
products.2 These are also the most conventional areas of research and development in sustainable building materials.
Few products featured renewable energy systems (5), embodied energy reduction (19), or natural materials (13). The energy
crises of the 1970s seem to have been forgotten, by the public
and the government. The State of Michigan recently repealed
its energy efficiency requirements for new homes, citing the
additional upfront cost as a burden to potential home owners.
2
Architects for Social Responsibility/Boston Society of Architects, The Sourcebook for Sustainable Design: A Guide to
Environmentally Responsible Building Materials and Processes, ed. Andrew St. John, AIA; Tracy Mumma, et al., Guide
to Resource Efficient Building Elements, 5th ed., Missoula, Mont.: Center for Resourceful Building Technology, 1995;
and Victoria Schomer, Interior Concerns Resource Guide, Mill Valley, Calif: Interior Concerns, 1993.
August 1998
The low number of products with Post-Building phase features (33 total) could be expected. This is the least
considered phase of architecture, because most architects
like to think that their buildings will stand forever.
Recommendations
The survey results suggest that some positive gains have
been made in producing building materials that are energyefficient, have low- or non-toxic components, utilize
recycled material, and reduce waste and pollution from the
manufacturing process. However, more emphasis needs to
be placed on a building materials afterlife, which should be
considered at the very beginning of the design and selection
process. By designing products (and buildings) for disassembly
and reuse, much more efficient use can be made of our limited
natural resources.
The responses also suggest the need for an industry standard and outside audit of environmentally friendly
materials. In addition, as new products are being released
daily, a more current directory of sustainable building materials and manufacturers would be desirable, perhaps in an
electronic format or online.
Review of National Architecture

Accreditation Board Criteria
See Appendix C for

NAAB criteria and suggestions
for improving or expanding
the emphasis on
sustainability issues.
To evaluate the minimum educational requirements for

environmental issues and sustainable design in architecture,
we reviewed the criteria used by the National Architectural
Accreditation Board (NAAB) in certifying U.S. schools of
architecture. These minimal acceptable standards for an
architectural education define three levels of educational
objectives: going from lowest to highest, they are awareness, understanding, and ability.
We evaluated each criterions relevance to sustainable design.
Based on our interpretation of the criteria themselves and
experience with the manner in which they are actually applied
in architectural schools, we defined three areas: Directly
related criteria explicitly discussed the scientific
basis for understanding environmental phenomena and
August 1998
environmental design issues (these criteria were primarily in

the NAAB-defined groups of technical criteria and environmental criteria); Indirectly related criteria addressed
broader design issues and the integration of technology and
aesthetics; Not related criteria dealt with cultural, historical,
and social issues.
Findings
The language of many criteria is overly vague and
can be interpreted quite differently by individual
architecture schools.
The technical and environmental criteria require
awareness and understanding of certain basic environmental principles, but do not require the ability
to apply this knowledge.
There is little emphasis on the local and global
environmental impact of design decisions.
The review indicated a lack of emphasis on understanding the ecological impact of buildings and the
integration of environmental issues into the overall
design of architectural form and selection of materials.
Recommendations
The criteria should be more explicit; the language
should be clarified and made more proscriptive.
Existing criteria should be expanded to specifically
address the environmental consequences of architectural design decisions. In many cases, adding
environmental impact to the elements listed in
a given criteria can accomplish this goal.
A higher level of technical and environmental knowledge should be required. Students must be capable
of integrating environmental knowledge into the
design process.
Because ecological design should be required and integrated
part of the entire design process, not merely an area of specialization, accreditation should require environmentally
sustainable design principles.
August 1998
Objectives of This Compendium

This Compendium was designed to locate and develop educational resources. Furthermore, we hope this Compendium
can be used in flexible segments, integrated into the regular
curriculum as an instructor desires. We formulated a general
framework based on our definitions of the objectives and the
scope of environmental education in architecture as described
on pp. 34.*
Flexibility
The curriculum structures of various architecture schools in
the United States are vastly different in many aspects. Pedagogical models are diverse. Teaching styles of individual
August 1998
The module on Sustainable Design gives an overview

of environmental sustainability and pollution prevention
techniques in architecture. This super-module outlines
issues overarching various aspects of environmental sustainability and introduces basic principles for sustainable
design and pollution prevention.
Building Materials focuses on the environmental impact
of the manufacture, use, and disposal of building materials;
it also examines how the choice of a material affects the overall sustainability of a building.
Recycling and Reuse of Building Materials is meant to show
students the upstream and downstream effects of design,
construction, use, and disposal. Designed as a coursepack or
supplemental reading, it provides an introduction as well as
discussions, case studies, and exercises in the areas of waste
prevention, construction and demolition recycling, architectural reuse, and design for materials recovery.
Case Studies provides an in-depth examination of the design,
construction, and usage of examples of sustainable architecture.
Each module contains the following:
Overview of key publications. These are meant
to provide a background. They discuss principles,
techniques, and examples for implementation. The
teaching materials include lab and studio exercises,
essay questions, and sample curricula submitted by
educators around the country.
Resource lists. These resources are designed to provide a starting point for more in-depth analysis in a
given area. They were compiled from various organizations, associations, and commercial companies
that offer educational aids, slides, videos, computer
software and online services.
References. An extensive bibliography of books,
journal articles, industry publications and conference
papers, organized by module and topic classification.
Annotated bibliography. Provides a summary of
selected bibliography entries, offering information on
the topics covered by the material, the audience level,
and relevance to various sustainable design issues.
August 1998
Summary
It is our goal to have this compendium used widely among
architecture schools in the United States. To this end, a range
of viewpoints and feedback from architectural educators and
practitioners have been incorporated into the development of
the compendium. At present, Compendium modules cover
Sustainable Design, Sustainable Building Materials, Recycling
and Reuse of Architectural Resources, and Case Studies. Many
important topics such as sustainable urban design, site planning, and design studio are not included in the project. We
hope that this compendium will continue to expand through
the collective efforts among architectural educators around the
country.
National Pollution Prevention Center for Higher Education

430 East University Ave., Ann Arbor, MI 48109-1115
734-764-1412 fax 734/647-5841 nppc@umich.edu
The mission of the NPPC is to promote sustainable development
by educating students, faculty, and professionals about pollution
prevention; create educational materials; provide tools and
strategies for addressing relevant environmental problems; and
establish a national network of pollution prevention educators.
In addition to developing educational materials and conducting
research, the NPPC also offers an internship program, professional education and training, and conferences.
Your Input is Welcome!

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contact us if you wish to order any of our materials, collaborate on
or review NPPC resources, or be listed in our Directory of
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Please contact us at nppcpub@umich.edu if you have comments
about our online resources or suggestions for publicizing our
educational materials through the Internet. Thank you!
August 1998
Appendix A:
Current Status of Environmental Education
An informational survey of educators, administered by the
College of Architecture and Urban Planning at the University
of Michigan, was designed with the goals of determining the
current extent of environmental education and collecting
existing teaching materials on environmental sustainability.
This one-page survey requested information on specific
courses dealing with sustainability, the types of educational
materials used in these courses, laboratory facilities available,
and textbooks used. Respondents were also asked about
seminars, professional developments series, or conferences
held by the their university that dealt with environmental
sustainability.
Of the 200 surveys sent out,

14 responses were received.
The following schools and faculty
members responded.
Howard University
Kathryn Tyler Prigmore
Kansas State University
David W. Clarke
Miami University of Ohio
Scott Johnston
Fuller Moore
Montana State University
Thomas R. Wood
Of the 200 surveys that were sent out to faculty members of

accredited architectural schools in the United States and
Canada, 14 responses were received, for a response rate of 7%.
The survey revealed a lack of courses dealing specifically
with sustainable design issues but found that many professors
address sustainability principles within the context of other
courses: Of the respondents, only 3% reported current
courses dealing specifically with sustainability; however,
93% reported addressing sustainability issues within the
context of other core courses. Generally, this meant one or
two lectures on a given sustainability topic in a semesterlong class.
Norwich University
Diane Elliot Gayer
The survey asked respondents to include syllabi, bibliographies,

and assignments with their responses. These materials have
been compiled as separate components of the Architectural
Compendium for Environmental Education. In general, the
responses indicated that there is a significant shortage of
teaching materials for environmental education. An attempt
to identify educational materials currently being used at
architectural schools has only reaffirmed the fact that there
is a common deficiency in educational resources among
architectural educators around the country.
University of Michigan
Jong-Jin Kim
Oklahoma State University

Eric Neil Angevine
University of Detroit-Mercy
Stephen J. LaGrassa
University of Hawaii
Victor Olgyay
University of Idaho
Bruce Haglund
University of Tennessee
Richard M. Kelso
University of Texas at Arlington
Truett James
University of Utah
Robert A. Young
University of Waterloo
Sally Lerner
August 1998
Question 1:
Currently offered courses related to environmental sustainability.
SCHOOL/RESPONDENT
COURSES
Howard University
Environmental Systems I & II
Design Studio Project, Third Year

Environmental Systems in Architecture,Second Year
Sustainable Architecture, Fourth, Fifth Year and Graduate
ARCH 413/ARCH 414

Some material in ARCH 517/518
No courses dealing specifically with environmental sustainability. Topic

mentioned in environmental controls courses and design studios.
Norwich University
Studio course in Environmental Design offered every other year.
ARCH 3314: Environmental Control, Life Safety and Thermal Systems

ARCH 5133: Advanced Energy Issues in Architecture
ARCH 324: Sustainability and Architecture Seminar*
ARCH 214: Mechanical Systems

ARCH 213: Lighting, Illumination, and Power
University of Idaho
ARCH 463/462: Environmental Control Systems

ARCH 499: Natural Lighting*
ARCH 499: PSDATE
ARCH 315, 425: Core Enviromental Technology Courses

ARCH 555: Advanced Building Systems and Operations
ARCH 575: Building Ecology*
ARCH 605: Environmental Design Simulation
Required third year courses, ARCH 341 and 342, include sustainability as a
component, but not the major focus.
University of Utah
ARCH 537, ARCH 635, ARCH 636: Environmental controls

ARCH 670: Financial incentives for construction
ARCH 558: Building rehabilitation and recycling*
Environment and Resource Studies 218 *
Respondents with current courses discussing some sustainability issues: 93%

Respondents with current courses dealing specifically with sustainability:
3%
* Courses dealing specifically with Sustainability Issues

August 1998
Question 2:
Educational materials used.
SCHOOL/RESPONDENT
HOME
WORK
Howard University
Yes
Yes
LAB
VISUAL
EXERCISE MATERIALS
Yes
Miami University
OTHER
Yes
Studio projects
Yes
Demo models
Yes
Studio design projects,

readings, oral presentations,
journals

Norwich University
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
University of Idaho
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Term projects, integration in

studio design problems,
service based learning
activities
Yes
Team design assignment
62%
43%
Yes
Term paper, paper-making
exercise, AIA series on
sustainable design
University of Texas at Arlington

University of Utah
Yes
% of responding schools
71%
43%
August 1998
Question 3:
Are specific buildings used as case studies in the course? Do field trips include visits to
any buildings illustrating concepts of sustainability? List all types and, if possible, enclose additional
information on buildings.
SCHOOL/RESPONDENT
CASE STUDIES and/or FIELD TRIPS
Howard University
Each class visits one building during the course of a semester. The purpose
of the trip is to expose students to building systems and their interrelations.
This year we will be visiting the central Information Systems and Services
Center for the University. The Center is currently under construction in a
former Wonder Bread factory building on campus. In previous years. we
have visited MCI Communications headquarters building, a dormitory
under construction on campus, Union Station and Retail Shops,
1001 Pennsylvania Avenue, and the Old Post Office Building and Pavilion.
Participated in AIA Video Conference Building Connections which

included many case studies. Now use the video produced from this
conference in class.
Dayton Power and Lights Energy Resource Center.
Third year studio visited the Metcalf Building in Helena, which

demonstrates daylighting and energy conservation techniques.
Norwich University
Design problems have included a bus shelter, an AIDS support/healing

center, revitalization of an urban waterfront, and redesign of an existing
horticultural farm.
Local residential buildings only.
Field trips to Energy Conservation Devices (Troy, Michigan) and Oakland

Community College.
Specific buildings are used as case studies. Buildings change each semester
but include standard examples like Bateson Building, Lockheed, and
Audubon House.
University of Idaho
ARCH 499 PSDATE is developing workups on several buildings as part of

the Vital Signs Project. ARCH 463 features tour of ground-source heat pump
house.
ARCH 535 uses multiple case studies and occasional field trips.
University of Utah
Field trips to enhance/reinforce course materials.
Visits to "Living Systems" buildings in the area. Videos of case studies used.
Responding schools using case studies and/or field trips to address sustainability: 86%
August 1998
Question 4:
Does your institution possess any unique facilities that demonstrate

environmental properties?
SCHOOL/RESPONDENT
LAB FACILITIES

David W. Clarke
Heliodon for determining sun shadows and penetration.
Miami University
Scott Johnston / Fuller Moore
Ecology Resource Center

Center for Building Science Research
Victor Olgyay
Currently building an E.C.S. lab, with an emphasis on lighting systems.
Skydome for daylighting simulations, computer lab for energy analysis.
University of Utah
Robert A. Young
Solar Table
Responding schools with lab facilities to demonstrate sustainability: 36%
Question 5:
List textbooks and readings assigned to the course(s).
Responding schools using textbooks addressing sustainability: 79%
August 1998
Question 6:
List seminars, professional development series, conferences, or special courses

offered by your institution relating to sustainability and pollution prevention.
SCHOOL/RESPONDENT
SEMINARS, etc.
Video series: AIA Building Connections

Lecture Series on Building to Save the Earth
Andreaus DuaneysSuburban America lecture
AIA Continuing Education Courses through the Dayton AIA and Dayton
Power and Light.
Lecture and Workshop Combinations
The Design of Shading Devices for Buildings, January 1994.
Daylighting in Architecture, January 1995.
Department assists the State Department of Natural Resources and

Conservation in hosting an annual two-day energy design conference.
Hosting an EPA seminar on Pollution Prevention.
(not specified)
Responding schools offering seminars, etc. addressing sustainability: 36%
August 1998
Appendix B:
Survey of Building Product Manufacturers3
Figure 1: Sample of the form used in the Building Product Manufacturers Survey.
Product Information Sheet

With feedback from companies like yours which produce environmentally sustainable building products, we hope to gain
information needed to develop educational materials for building professionals. Please duplicate this form if you have more than
one product. Thank you for your cooperation!
1. Company Name
Enercept Inc. _________________________________________ Phone (605) 882-2222
2. Product Name
Enercept Superinsulated Stress Skin Building System ___ Fax
(605) 882-2753
3. Construction Specification Institute (CSI) Classification

CSI Section No.
_______________ CSI Section Title__________________________________________________________
4. Product Description (including dimensions and suggested applications)

Superinsulated Panelized Building System.
project is custom designed and built.
Dimensions vary due to project since each ____
Residential, Commercial and Agricultural.
Standard _
sizes are four feet with various lengths up to 24 feet._____________________________________

5. Key Features of Environmental Friendliness. Please describe features of environmental friendliness that apply to your product. When
available, provide quantitative data.
Energy Efficiency:
Fuel-energy savings of 40%-60% are very common over typical 2x6 constructed
homes. ______________________________________________________________________
ex: R-values, Shading Coefficient, System Efficiency
Reduced Toxicity:
There are no detectable toxic ingredients released from panel materials.
Biodegradability:
___________________________________________________________________________
Durability:
The engineered superior strength of the panels create structures that will
withstand far more stress than typical construction. _______________________
Fire Rating:
T.S.O. Commercial Risk Service Inc. rates Enercept as slow burn, _________
non-combustible.
Flame spread of the EPS in reference to surface burning
characteristics is (5).
Estimated Cost:
Enercept is U.L. listed.
When compared to construction cost of conventional walls with similar

performance, the price is very competitive.
The predesigned panels ______
greatly reduce the labor required to build a structure.___________________

page 1 of 2
3
Architects for Social Responsibility/Boston Society of Architects, The Sourcebook for Sustainable Design: A Guide to
Environmentally Responsible Building Materials and Processes, ed. Andrew St. John, AIA; Tracy Mumma, et al., Guide
to Resource Efficient Building Elements, 5th ed., Missoula, Mont.: Center for Resourceful Building Technology, 1995;
and Victoria Schomer, Interior Concerns Resource Guide, Mill Valley, Calif: Interior Concerns, 1993.
August 1998
Production Process
Overall Environmental Oriented strandboard, which is a recycleable crop product, is used ______
Considerations
in Enercept panels. Recycled EPS is used whenever possible. The _______
overall effect is far less energy required to produce the panels than ___
any other building materials.____________________________________________
Measures
All materials are used to their maximum and EPS is recycled, ____________
for further use. _________________________________________________________
________________________________________________________________________________________
Waste Reduction
Measures
The nature of the product with standard sizing allows for very efficient
and complete use of materials, virtually eliminating building site waste.
_________________________________________________________________________
Embodied Energy
Since there is no air flow through Enercept panels, windy days have _____
less effect on the heating and cooling costs of the home. _______________
_________________________________________________________________________
Recycled Content
O.S.B. is manufactured from crop logs/lumber which is quickly ___________

renewable.
Research is being done and processes are being developed ____
to use a high content of recycled EPS in the core. ______________________

Ex: Made from 90% recycled tire rubber
6. A representative building in which the product is used.

Building Name
American Delta Life Insurance Co.
Location
Watertown SD ____________________
Architect
Spencer, Ruff and Associates ___
7. Comments. Please provide any comments you would like to make in the space below and back. In particular, add other
information on environmental friendliness of your product which cannot be described in above categories.
Since Enercept panels are custom built for each project all doors and window openings are
cut in and framed at the factory.
This means practically no waste on the construction___
site due to the panels being cut on site, eliminating refuse hauled to the local landfill.
Enercept also supplies basement wall and roof panels, so as to totally encapsulate the___
home in insulation.
The use of thermally broken posts as structional elements insure the
most energy efficient, strong enclosure available. _______________________________________
Return this form to Dr. J.J. Kim, College of Architecture and Urban Planning, University of Michigan, Ann Arbor
page 2 of 2
August 1998
Figure 2: Sample page from the Sustainable Building Products Database.
August 1998
Figure 3: The frequency of various sustainability features of building materials. The total number
of materials included in this survey is 121; a material may have more than one feature.
70
65
60
WR
PP
RC
EER
NM
Pre-Building Phase
Waste Reduction
Pollution Pre vention
Recycled Content
Embodied Ener gy Reduction
Natural Material
EE
WTC
NT
RES
LL
Building Phase
Ener gy Efficienc y
Water Treatment/Conser vation
Non or LessT oxic
Renewable Ener gy System
Long er Lif e
BD
RC
RU
Post Building Phase

Biodegradab le
Recyclable
Reusab le
Other
55
50
45
40
35
30
25
20
15
10
5
0
WR
PP
RC EER NM
Pre-Building Phase
EE WTC NT RES LL
Building Phase
Sustainab le Criteria
BD
RC
RU
OTHER
Post Building Phase
Sustainable Criteria
August 1998
Appendix C:
Review of National Architecture Accreditation Board Criteria
The teaching of architecture as a profession is governed by
national standards defined by the profession. As a means of
evaluating the current state of environmental awareness and
education in architecture, we reviewed the criteria used by
the National Architectural Accreditation Board (NAAB) in
certifying schools of architecture in the United States. Our
review indicated a lack of emphasis on understanding the
ecological impact of buildings and the integration of environmental issues into the overall design of architectural
form and selection of materials. The criteria for the various
areas of accreditation are presented in the accompanying
chart and evaluated for relevance to sustainable design issues.
Problems with the limitations of current criteria in addressing
sustainability are also discussed. Suggestions for expanding
and/or rewriting criteria are given where appropriate.
August 1998
Key:
Directly Related
Indirectly Related
Not Related
NAAB Accreditation Review: Social Criteria
Social Criteria
Key Problems/Suggestions
Be aware of basic principles governing the information of diverse

cultures and human behavior.
Be aware of the values, needs, and
ethics that guide human behavior.
Be aware of historical methods of
inquiry.
Be aware of the diversity of architectural history and traditions
throughout the world.
Promote an awareness of vernacular architecture developed as

a response to varying climatic conditions and indigenous
materials.
Be aware of the implications of

economic systems and policies on
the development of the built environment.
Expand the definition of "economic systems and policies" to

include environmental costs and the importance of sustainable
development in reducing these costs.
Be aware of levels of government

and the areas of the law each has
generated that affect architecture.
The emphasis tends to be on building codes and tax or real

estate laws. Expand this area of study to include the laws and
policies that govern the environmental impact of building and
development.
Understand the impact of various

cultural values and societal settings on the social responsibilities
and the role of the architect.
August 1998
NAAB Accreditation Review: Technical Criteria
Technical Criteria
Understand the principles embodied in natural laws affecting the

science of building.
Understand the basic theories of
structures and structural behavior
of typical systems.
Include an understanding of the environmental impact of various structural systems.
Be able to organize and design

simple structural systems to withstand gravity and lateral forces.
Be aware of relevant codes and
regulatory standards and their application
to
physical
and
environmental systems.
Include a consideration of codes governing both interior and

exterior environmental conditions and the ecological impact of
buildings.
Understand the basic theories of

lighting, acoustics, environmental
control, building systems and energy management.
Within this theoretical study of building systems, develop an

ability to analyze them in regards to environmental impact.
Change to: Understand the basic theories, conservation techniques, and ecological impact of lighting, acoustics,
environmental control, building systems, and energy management.
Understand the basic elements,

organization, and design of mechanical and electrical, plumbing,
communication, security, and vertical transportation systems.
Include in this understanding a study of life cycle environmental impact. Change to: Understand the basic elements,
organization, design, and life cycle of mechanical and electrical, plumbing, communication, security, and vertical
transportation systems.
Be aware of the principles, conventions, standards, applications, and

restrictions associated with the
manufacture of existing and
emerging construction materials
and assemblies.
Expand this area of study to include the environmental implications of various types of materials and assemblies, and the
potential substitution of environmentally friendly building
materials and assemblies. Change to: Be aware of the principles, conventions, standards, applications, restrictions, and
environmental impacts associated with the manufacture of existing and emerging construction materials and assemblies.
Understand safety requirements

and selection processes for equipment and materials in site and
building design.
Understand the problems related
to the use of hazardous and toxic
materials in new and existing
buildings.
August 1998
NAAB Accreditation Review: Environmental Criteria
Be aware of the principles governing the natural world.
Emphasis is on the physical laws governing the structural

and thermodynamic properties of individual buildings. The
local and global impact of design decisions are neglected.
Expand awareness to include the ecological effects of
architecture on the global ecosystem.
Be aware of the theories and

methods that clarify the relationships between human behavior
and the physical environment.
Be aware of the principles and
theories that deal with environmental context, and the architects
responsibility with respect to
global and environmental issues.
Understand how a specific site
influences, and is influenced by,
its physical characteristics and its
ecological context.
Understand the ecological impact
of buildings and their occupants.
August 1998
NAAB Accreditation Review: Design Criteria
Be able to examine architectural
issues rationally, logically, and
coherently.
Be able to gather and analyze
information about human needs,
behavior, and aspirations to
inform the design process and do
basic research as it relates to all
aspects of design.
Change to: Be able to gather and analyze information about

ecological conditions, human needs, behavior, and aspirations
to inform the design process and do basic research as it
relates to all aspects of design.
Be able to use architectural history

and theory in the critical observation and discussion of architecture
and bring an understanding of
history to bear on the design of
buildings and communities.
Be able to integrate natural and
improved site constraints into the
development of the program and
the design of the project.
Change to: Be able to integrate natural and imposed site

constraints and the potential for ecological impact into the
development of the program and the design of the project.
Be able to articulate and clarify

basic project goals and objectives
and to plan appropriate design
activities using techniques of
programming, analysis, and
synthesis applicable to a variety
of project types.
Be able to design both site and
building to accommodate those
with varying physical needs.
Change to: Be able to design both site and building to accommodate those with varying physical and environmental needs.
August 1998
NAAB Accreditation Review: Design Criteria (continued)
Be able to apply the principles that
underlie design and selection of life
safety systems in the general design
of buildings and their subsystems.
Be able to assess, select, and integrate
structural and environmental
systems into a building.
Be able to select building materials
and assemblies as an integral part
of the design and to satisfy requirements of building programs.
Be able to develop interior and exterior building spaces, elements, and
components, using basic principles
of architectural form making.
Be able to use the interactions
between technical, aesthetic, and
ethic values in the formation of
architectural judgements.
NAAB Accreditation Review: Aesthetic Criteria
Understand basic principles and
systems of order underlying 2D
and 3D design.
Understand history, theories, and
principles on which making of architecture and urban form are based.
Expand this study to include an historical perspective on the

environmental impact of building and interior environmental
quality.
Understand significant design

methodologies and their application
to architectural design.
Understand purposes for building
and how they are realized and given
meaning through architectural form.
Understand how different forms are
successful or not in satisfying a
proposals programmatic, technical,
accessibility and contextual objectives.
Expand this area of study to include environmental impact

and sustainability criteria.
August 1998
Brick Development Association. Brick: a Low

Energy Material. The Brick Bulletin, March 1974.
[www.tradeuk.com/industries/bda.html or
brick@brick.org.uk ]
Combined Bibliography
The following topical list of 300+ publications has been compiled
from a variety of sources, including bibliographies used in
architectural classes across the country, published lists, and
independent research. An asterisk (*) indicates publications
described in the Combined Annotated Bibliography, which is
arranged alphabetically.
Brick Institute of America. Manufacturing, Classification and Selection of Brick: ManufacturingPart 1.

(Technical Note 9.) Reston, Va.: 1986. [Available free
at www.bia.org/BIA/technotes/technote.htm or by
calling 713/623-4362]
Contents
Building Materials and Components....................... 31
Case Studies ............................................................. 32
Design ......................................................................... 33
Ecology ...................................................................... 34
Education ................................................................... 34
Energy ........................................................................ 35
Environmental Audits ............................................... 35
Environmental Economics ....................................... 35
Environmental Impact ............................................... 37
Environmental Law/Policies .................................... 38
Forestry ...................................................................... 38
Hazardous Substances............................................. 39
History ........................................................................ 39
Indoor Air Quality ..................................................... 39
Life Cycle Analysis ................................................... 40
Lighting ...................................................................... 40
Passive Systems ...................................................... 40
Photovoltaics ............................................................ 41
Recycling and Reuse ................................................ 41
Sustainability ............................................................ 44
Urban Planning ......................................................... 47
Building Materials and Components

Allen, E. Fundamentals of Building Construction.
New York: John Wiley, 1985.
. Oxidized Sewage Sludge as Source of

Income. BIA News (June 1992). [See www.bia.org/
BIA/general.html or call BIA at 713/623-4362.]
Browning, William D., and Philip Arcidi. Knock on
Brick. Progressive Architecture 74 (March 1993): 8083.
Burton, Michael. A Guide to Brick Coatings.
American Ceramic Society Bulletin 72, no. 3: 8992.
Changing with the Weather. Architectural Review
189 (June 1991): 5659.
Chapman, Linda. Straw Into Gold: Using Straw
Bales to Build Homes. Canadian Architect 41 (May
1996): 3637.
de Milleville, Hugues. Smart Houses: Home
Automation Systems. Canadian Architect 41 (June
1996): 33.
Franklin Associates, Ltd. Comparative Energy
Evaluation of Plastic Products and Their
Alternatives for the Building and Construction and
Transportation Industries. The Society of the
Plastics Industry, Inc., 1991. [Contact Franklin at
913/649-2225 or franklin@qni.com]
American Institute of Architects. Environmental

Resource Guide Subscription. Washington: AIA, 1992.
Gorman, Thomas M. Feasibility of Converting

Wood Materials From County Waste Stream Into
Value-added Products. Prepared for the Panhandle
Area Council, Hayden, Idaho, August 1995.
Anderson, Bruce N. Ecologue: The Environmental

Catalog and Consumers Guide to a Safe Earth.
New York: Prentice Hall, 1990.
Gregerson, John. Acoustics: Sealing the Building

Envelope. Building Design & Construction (May
1996): 5658.
Brand, Stuart, ed. The Whole Earth Catalog: The Best

of Environmental Tools and Ideas. Sausalito, Calif.:
Whole Earth Ecolog, 1993.*
Hall, Jonathan. Frame and Fortune. Architecture

Today 68 (May 1996): 39, 41.
Johnson, Timothy. Low-E Glazing Design Guide.
Boston: Butterworth, 1991.
August 1998
Sustainable Architecture Introduction 31
Johnston, Janet, and John Swearingen. Building a

Straw-Bale House. Fine Homebuilding (June/July
1996): 7478.
Williams, Elizabeth and Robert. Building With

Salvaged Lumber. Blue Ridge Summit, PA: Tab Books,
Inc., 1983.
LeBlanc, Sydney. From Humble Sources, Earthy

Elegance Springs. The New York Times (Thursday,
April 18, 1996): C1, C6.*
Williams, Gary. Wood as Primary Structure:

Engineered Wood Products. Canadian Architect 41
(July 1996): 29, 32.
Lorenz, David. A New Industry Emerges:

Making Construction Materials from Cellulostic
Wastes. Minneapolis: Institute for Local Self
Reliance, June 1995. [To order, call 202/232-4108
or see www.ilsr.org]
Wilson, Alex. Straw: The Next Great Building

Material? Environmental Building News 4, no. 3
(May/June 1995): 1, 1117.
Wyatt, Terry. A Sound Approach to Indoor Climate.
Building Services: The CISBE Journal (April 1996).
Mumma, Tracy, et al. Guide to Resource Efficient

Building Elements, 5th ed. Missoula, Mont.: Center for
Resourceful Building Technology, 1995. [To order,
call 406/549-7678 or see www.montana.com/crbt]*
Ozkan, Ertan, and Mohammed S. Al-Herbish. An
Experimental Study of the Critical Properties of
Pressed and Stablized Earth Bricks. Architectural
Science Review 38, no. 2 (June 1995): 5973.
Pawley, Martin. Building for Tomorrow.
San Francisco: Sierra Club Books, 1982.
Case Studies
Canterbury Conviction. Building Services: The
CIBSE Journal (January 1996): 1822.
Two Towers in Frankfurt: Office Towers for
Frankfurt Commerzbank. Architectural Review 190
(May 1992): 5661.
Abel, Chris. Cool High-Rise: MBF Tower,
Georgetown, Penang, Malaysia. Architectural
Review 196 (September 1994): 2630.
Plumridge, A. and W. Meulenkamp. Brickwork.

New York: Harry Abrams, 1993.
Ruyssevelt, Paul. Package Deal: Studio E at Milton
Park. Architecture Today 64 (January 1996): 2425
St. John, Andrew, ed./BSA Architects for Social
Responsibility Committee. Sourcebook for Sustainable
Design: A Guide to Environmentally Responsible
Building Materials and Processes. Boston: Boston
Society of Architects, 1992. [bsarch@architects.org
or 617/951-1433 x 221]
Smith, E. W., and G. S. Austin. Adobe, Pressed
Earth, and Rammed Earth: Earth Industries in New
Mexico. Bulletin 127. Socorro: New Mexico Bureau
of Mines & Mineral Resources, 1989.
Steen, Athena Swentzell, et al. The Straw Bale House .
White River Junction, Vt.: Chelsea Green Publishing
Company, 1994.
Sullivan, Ann C. Library Intelligence. Architecture
85 (July 1996): 109115.
Anderton, Frances J. Jungle House: Tepotzlan.

Architectural Review 189 (June 1991): 4245.
Arcidi, Philip, and Abby Bussel. Album: Climatic
Buildings. Progressive Architecture 74 (March 1993):
108110.
Blundell-Jones, Peter. Green School of Thought.
Architectural Review 188 (September 1990): 4953.
Bone, Eugenia. The House that Max Built.
Metropolis (December 1996): 3742.*
Briggs, Angela. Solar Foster: Norman Fosters
Complex of Buildings, Micro Electronics Park,
Duisburg. Architectural Review 192 (February 1993):
3236.
Brown, Patricia Leigh. Mr. Fisk Builds His Green
House. The New York Times (Thursday, February 15,
1996): C1, C6.
Browning, William D., and Philip Arcidi. Knock on
Brick. Progressive Architecture (March 1993): 8083.
32 Sustainable Architecture Introduction
August 1998
Christy, Jim. Strange Sites: Uncommon Homes and

Gardens of the Pacific Northwest. Madeira Park, British
Columbia: Harbour Publishing, 1996.
Cole, Raymond J. In Transit to a Sustainable World.
Canadian Architect 41 (July 1996): 1219.
Cook, Hugh. Lab Design Cultivates Dual Objectives.
Building Design & Construction (May 1996): 5054.
Newsmith, Lynn, and Nancy B. Solomon. Making a

Difference. Architecture 80 (May 1991): 8289.
Pease, Veronica. Light in Lahr. Architectural
Review 192 (February 1993): 4953.
Richards, Ivor. Tropic Tower. Architectural Review
192 (February 1993): 2631.
Spens, Michael. Response to Provence.
Architectural Review 189 (June 1991): 3641.
. A Green Approach to Office Design.

Building Design & Construction (June 1996): 5256.
Design
Davey, Peter. Classic Study. Architectural Review

192 (February 1993): 3745.
. Forestry Commission. Architectural Review
188 (September 1990): 4548.
. Variable Skin House. Architectural Review
192 (February 1993): 5455.
Alexander, Christopher. A Timeless Way of Building.

New York: Oxford University Press, 1977.
Attenborough, Miles. Green Buildings: Benefits &
Barriers, Part I. Building Service: The CISBE Journal
(April 1996): Part 1 of 2.
. Green Buildings: Benefits and Barriers,
Part 2. Building Service: The CISBE Journal (May
1996): 3637. Part 2 of 2
Dawson, Layla. Working Environment.

Architectural Review 192 (February 1993): 2025.
Dawson, Susan. Pillars of Hidden Strength. The
Architects Journal 203 (May 16, 1996).
Edwards, Brian. Huddersfield. Architecture Today
61 (September 1995): 1213.
Evans, Barrie. Passive Ideas Cast in Concrete. The
Architects Journal 203 (May 23, 1996): 5153.
Fawkes, Hugo. Southern Progress. Architectural
Review 189 (June 1991): 6771.
Barnett, Dianna Lopez, with William D. Browning.

A Primer on Sustainable Building. Snowmass, Colo.:
Rocky Mountain Institute, 1995. [To order, call
970/927-3851 or see www.rmi.org/catalog/gds.htm]*
Bechtel, Stefan, and the Editors of Rodale Press.
Keeping Your Company Green. Emmaus, Pa.: Rodale
Press, 1990.
Henderson, Justin. Pyramid of the Sun.

Architecture 83 (June 1993): 8285.
Bouchlaghem, N. M.. A Computer Model for the

Design of Window Shading Devices. Building
Research and Information 24, no. 2 (March-April 1996):
104107.
Landecker, Heidi. Sea Breeze. Architecture 83

(June 1993): 5861.
Branch, Mark Alden. The State of Sustainability.

Progressive Architecture (March 1993): 7179.
Loken, Steve. ReCraft 90: The Construction of a

Resource Efficient House. Missoula, Mont.: Center for
Resourceful Building Technology, 1993. [To order,
call 406/549-7678 or see www.montana.com/crbt]
Brand, Janet. Sustainable Development: The

International, National and Local Context for
Women. Built Environment 22, no. 1: 5871.
Mays, Vernon. Centre of the Earth. Architecture 83

(June 1993): 5257.
Brunskill, Ronald William. Illustrated Handbook of

Vernacular Architecture. London: Faber and Faber,
1978.*
Milligan, Charles, and Jim Higgs. The Wizards Eye:

Visions of American Resourcefulness. San Francisco:
Chronicle Books, 1978.*
Buijs, Arjen, and Sacha Silvester. Demonstration

Projects and Sustainable Housing. Building Research
and Information 24, no. 4 (July-August 1996): 195202.
August 1998
Cottom-Winslow, Margaret. Environmental Design:

The Best of Architecture and Technology. New York:
Rissoli International Publications, 1990.
Cowan, Henry J., ed. Handbook of Architectural
Technology. New York: VanNostrand Reinhold, 1991.
Ecology
Allenby, Braden R. and Deanna J. Richards, eds.
The Greening of Industrial Ecosystems. Washington:
National Academy Press, 1994.*
Crowther, Richard L. Ecologic Architecture. Boston:

Butterworth Architecture, 1992.*
Bechtel, Stefan, and the Editors of Rodale Press.

Keeping Your Company Green. Emmaus, Pa.: Rodale
Press, 1990.
Douglas, Mary, and Aaron Wildavsky. Risk and

Culture: An Essay on the Selection of Technical and
Environmental Dangers. Berkeley: University of
California Press, 1982.
Coldicutt, Susan. Environmental Theory and the

Roles of Sciences. Architectural Science Review 38,
no. 2 (June 1995): 97107.
Green Architecture. Architectural Review 188

(14-article special section, September 1990): 3693.
Gunts, Edward. Blueprint for a Green Future.
Levitt, Sheldon. Keeping the Environment in Mind
When You Design. Facility Management Journal (Jan/
Feb 1994): 2024. [www.ifma.org or 713/623-4362.]
McHenry, Paul Graham, Jr. Adobe and Rammed Earth
Buildings: Design and Construction. New York: John
Wiley, 1984.*
Olgyay, Victor. Design with Climate: Bioclimatic
Approach to Architectural Regionalism. Princeton
University Press, 1963.
Odum, Eugene. Ecology. New York: Holt, Rinehart &

Winston, 1963.
Parker, Dennis J. Floods in Cities: Increasing
Exposure and Rising Impact Potential. Built
Environment 21, no. 23: 114125.
Putman, R. J., and S. D. Wratten. Principles of Ecology .
Berkeley: University of California Press, 1984.
Richards, Deanna J., and Ann B. Fullerton, eds.
Industrial Ecology: U.S.-Japan Perspectives.
Washington: National Academy Press, 1994.
Rapoport, Amos. House Form and Culture . New York:

Prentice-Hall, 1969.*
Reynolds, Michael E. Earthship: Volumes IIII.
Taos, NM: Solar Survival Press, 1993.
Schnadelbach, R. Terry. The Ecology of Angkor.

Architecture + Design 13, no. 3 (MayJune 1996): 4351.
Van der Ryn, Sim, and Stuart Cowen. Ecological
Design. Washington: Island Press, 1996.
Vale, Brenda, and Robert Vale. Green Architecture.

London: Thames and Hudson, 1991.*
Wann, David. Deep Design: Pathways to a Livable
Future. Washington: Island Press, 1996.
Wilson, Forrest. Building with the Byproducts of
Society. AIA Journal (July 1979): 4045.*
Yeang, Ken. Designing With Nature : The Ecological
Basis for Architectural Design. New York: McGrawHill, 1995.*
Edwards, David J., Philip T. Harris and Gary D. Holt.

The Greenhouse Effect: Impact Upon and the Role
to be Played by Construction. Building Research and
Information 24, no. 2 (March-April 1996): 97103.
Education
Boyer, Ernest L., and Lee D. Mitgang. Building
Community: A New Future for Architecture Education
and Practice. Princeton, NJ: Carnegie Foundation for
the Advancement of Teaching, 1996.
Ivy, Robert A. Rural Education. Architecture 83
(October 1994): 6265.*
Mumford, Lewis. Values for Survival: Essays,
Addresses, and Letters on Politics and Education.
Freeport, NY: Books for Libraries, 1946.
August 1998
Mountain Institute. [To order, call 970/927-3851 or

see www.rmi.org/catalog/gds.htm]
Energy
Burberry, P. Saving Energy: What Matters Now.
Architects Journal 13 (February 1991): 5559.
Conservation Services Group. Energy Crafted
Homes Training Manual . Brattleboro, Vt.: West River
Communications, 1990.
Cook, Jeffrey, ed. Passive Cooling. Cambridge, Mass.:
MIT Press, 1990.
Energy Resource Center. ERC Sourcebook. Downey,
Calif.: Southern California Gas Company, 1995.
Fisk, Pliny, III. Integration vs. Conservation: A
Renewable Energy Building Block for the 21 st
Century. In Integration Compendium. [Published by
the Center for Maximum Potential Building Systems,
8604 Webberville Rd., Austin, TX, 78724; call 512/
928-4786 or see www2.cmpbs.org]*
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of R-2000 Building Technology on Canadian Housing.
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Using Life Cycle Costs. Hydrocarbon Processing 73
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Environmental Economics
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the Environment: Economic Approaches to Environmental Evaluation. Proceedings of a Workshop Held at
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Solomon, Nancy B. New Software Saves BTUs.

Architecture 85 (May 1996): 257261.
Constanza, Robert. Ecological Economics:

The Science and Management of Sustainability.
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EnergyEfficient Building Principles and Practices. New
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. Steady-State Economics: Second Edition with

New Essays. Washington: Island Press, 1991.
Webb, Robert. Energy from the Land. The

Architects Journal 203 (May 9, 1996): 4445.
Dixon, John A., and Paul B. Sherman. Economics of

Protected Areas: A New Look at Benefits. Washington:
Island Press, 1990.
Wilson, Alex. Consumer Guide to Home Energy Savings.

6th ed. Washington: American Council for an
Energy-Efficient Economy, 1998.
Eckersley, Robyn. Green versus Ecosocialist

Economic Programmes: The Market Rules OK?
Political Studies 40 (June 1992): 315333.
Environmental Audits
Economic Commission for Europe. Management of

Plastic Wastes in the ECE Region. New York: United
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publications@un.org]
Barton, Hugh, and Noel Bruder. A Guide to Local

Environmental Auditing . London: Earthscan, January
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Browning, William D., and Diana L. Barnett.
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Field, Barry C. Environmental Economics: An

Introduction. New York: McGraw-Hill, 1994.
August 1998
Fisher, Anthony, C. Environmental and Resource

Economics. Aldershot, England: Edward Elgar
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. Economists Befriend the Earth.

New Scientist 120 (November 19, 1988): 3439.
Goodstein, Eban S. Economics and the Environment.

Saddle River, NJ: Prentice-Hall, 1995.
Hardin, Garret. Living Within Limits: Ecology,
Economics, and Population Taboos. New York: Oxford
Hawken, Paul. The Ecology of Commerce Inc. 14
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. The Ecology of Commerce: A Declaration of
Sustainability. New York: HarperCollins, 1993.
Pearce, David, and Dominic Moran. The Economic

Value of Biodiversity. London: Earthscan, 1994.
Power, T.M., ed. Economic Well-Being and Environmental Protection in the Pacific Northwest (A Consensus
Report by Pacific Northwest Economists). Eugene,
Ore.: Forest Service Employees for Environmental
Ethics, December 1995. [Call 541/484-2692,
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Sustainability
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August 1998

In the following descriptions of selected publications from the Combined
Bibliography, [KR] indicates annotations written by Kurt Rathman for
the Recycling and Reuse module; [BR] shows descriptions penned
by Brenda Rigdon for the Introductory, Sustainable Design, and
Sustainable Building Materials modules. For information on obtaining
publications not commonly found in your university library or bookstore,
see the Combined Bibliography.
Allenby, Braden R., and Deanna J. Richards, eds.

National Academy Press, 1994.
Examines the greening of industrial systems
through the lens of industrial ecology. Includes a
number of short papers that can make good handouts
in both theory and practical application of industrial
ecology. [KR]
Anderson, Bruce. Solar Building Architecture.
Cambridge, Mass.: The MIT Press, 1990.
One of a 12-volume series summarizing federally
sponsored research in solar energy systems. Discussion
limited to the use of solar radiation for heat; does not
cover photovoltaics, wind or wave power, or biochemical
energy production. A brief examination of historical,
climate-responsive archetypes is included, but the
focus is on current technology, research, and applications. Urban planning and site issues, energy storage
and distribution, and the importance of building
envelope design are discusses in independent chapters.
Specific situations of envelope-dominated buildings and
interior load-dominated buildings are also addressed.
This book is for people who have a solid background
in architecture and some understanding of thermodynamics. [BR]
Barnett, Dianna Lopez, with William D. Browning.
A Primer on Sustainable Building. Snowmass, Colo.:
Rocky Mountain Institute, 1995.
Introduces the concept of sustainable design,
reasons for using its principles, and general guidelines
for its application. Deals with site development,
transportation issues, building configuration, alternative energy systems, water conservation, and building
materials. Includes an extensive listing of other
publications, non-profit groups, and journals that deal
with sustainable design issues. Geared primarily
toward home-owners, but principles are applicable to
commercial/industrial construction as well. [BR]
Bone, Eugenia. The House That Max Built.

Metropolis (December 1996): 3742.
A great article describing Pliny Fisks Advanced
Green Builder Demonstration Project in Austin, Texas.
This house embodies the philosophy of bioregional
design researched by Fisks Center for Maximum
Potential Building Systems. The building utilizes many
regionally significant recycled-content and byproductbased building materials as well as an open-ended
post-and-beam framework that allows for disassembly
and reuse. [KR]
Brand, Stewart. How Buildings Learn: What Happens
After Theyre Built. New York: Penguin Books, 1994.
An examination of the adaptive reuse of existing
structures. Guidelines for designing easily adaptable
building are discussed. [BR]
Required reading for a multitude of topics on
architectural reuse. Chapter 12, Built for Change,
discusses change in architecture and construction
methods that support constant revision over time.
Adaptive reuse, durability, and design for disassembly
are explained in terms of both whole buildings and
materials. Chapters 3 and 4 are devoted to low road
and high road concepts of durability and maintenance. Chapter 10, Function Melts Form, is all about
adaptation, flexibility, and vernacular remodeling of
the home and office. [KR]
Brown, G. Z. Sun, Wind, and Light. New York:
John Wiley, 1985.
An examination of design decisions that affect a
buildings energy use. Emphasis is on utilizing onsite
resources in the forms of solar, wind, and geothermal
energy. Intended for the reader with some background in architecture and energy principles. [BR]
Brunskill, Ronald William. Illustrated Handbook of
Vernacular Architecture. London: Faber and Faber, 1978.
A survey of Great Britains vernacular architecture.
Domestic, agricultural, and industrial types are catalogued. The socioeconomic influences on building size,
use of materials, and methods of construction provide
cultural insight to more than 200 years of building.
Sustainability issues include the use of materials at
hand, ingenuity of design with a limited palette, and the
relationship of fashion and need to form. Particularly
interesting are bricklaying methods designed to conserve
brick and the selective (and sparing) use of imported
materials as needed for structural strength. [BR]
August 1998
C. T. Donovan Associates, Inc. Recycling Construction

and Demolition Waste in Vermont. Submitted to the
Vermont Agency of Natural Resources, Department of
Environmental Conservation, Solid Waste Managment
Division, Waterbury, Vt., December 1990.
This body of research is specific to the Northeast
United States. Within that region, it takes a comprehensive look at all aspects of construction and
demolition waste from supplies to markets. [KR]
Catacuzino, Sherban. Re-Architecture: Old Buildings/
New Uses. New York: Abbeville Press, 1989.
Provides 54 case study examples of adaptive
reuse from 15 countries, organized by categories of
buildings and building types. The introduction, The
Tradition of Changing Use, outlines the history of
reuse from ancient times to the present, including
examples of planning policies and financial incentives
throughout the world. [KR]
New York: Pantheon Books, 1990.
Chapter 3, Prevention vs. Control, describes
how two decades of changes in production technology
have sometimes improved the quality of the environment. It would make a good introductory reading to
A. Waste Prevention in this compendiums Recycling
and Reuse module. [KR]
Crowther, Richard L. Ecological Architecture.
Boston: Butterworth Architecture, 1992.
The author is a practicing architect who has
applied sustainable design concepts throughout his
career. He argues for the necessity of sustainable
design, discusses the strategies, and leads the reader
through the process. Eleven case studies of his buildings
are included; addressed are interior as well as exterior
issues and the need for integration of technology and
aesthetics. The economics of design choices, at the
micro and macro levels, are examined. The book
includes a reference section for design issues and
suggestions for improving sustainability. While
written for architects and architecture students, the
information is presented in a format that is accessible
to the general reader. [BR]
Daly, Herman. Steady-State Economics. 2d ed.
An excellent work that strives to expose the
fallacies of limitless growth. [KR]
DellIsola, Alphonse J., and Stephen J. Kirk. Life

Cycle Costing for Design Professionals. New York:
McGraw-Hill, 1981.
Discusses the theory, history, and application of
life cycle costing. Includes step-by-step worksheets for
analyzing material, maintenance, labor, and other costs
incurred in the construction and operation of buildings.
The authors break down the total cost of ownership
over time (including construction, operation, and
interest expenses) and compare a typical owners
concerns to a typical designers goals. They discuss
how to evaluate methods and materials in the design
stage for their long-range cost implications. Included
are case studies, selected data, economic tables, and
sample scope of work to assist architects in determining
and justifying appropriate fees for their analyses.
Educational supplements with more extensive cost
data and exercises are also available.
Diamonstein, Barbaralee. Buildings Reborn: New Uses,
Old Places. New York: Harper & Row, 1978.
Provides 95 examples of adaptive reuse, with the
projects arranged alphabetically by city. Emphasis is
placed more on the excitement of reuse than on the
economics. The introduction, Memorys Anchor, is
an excellent reading of the recycling phenomenon
and its relationship to our architectural heritage,
philosophical attitudes, politics, and social systems. [KR]
Fisk, Pliny, III. Integration vs. Conservation:
A Renewable Energy Building Block for the 21 st
Century. Integration Compendium. Austin, Tex.:
The Center for Maximum Potential Building Systems.
Argues that integration is fundamentally a more
important conservation tool than conservation. Fisk
combines natural and industrial systems in architectural design by analyzing metabolic processes and
available resources based on input-output data. [KR]
. Towards a Theory and Practice of Sustainable
Design. Presented at the National Convention of the
American Institute of Architects, Boston, 21 June 1992.
Provides a good summary of an approach to
sustainable design that is rooted in regional climate
and resource conditions. The basics of bioregionalism,
metabolic design and the development of a boundarydriven framework for life cycle analysis are discussed.
[KR]
August 1998
Fisk, Pliny, III, and Gail Vittori. The Texas Recycled

Content /Advanced Green Builder Demonstration
Home Project. In Conference Proceedings for National
Passive Solar Conference, Washington, April 1993.
Provides a conceptual overview of the Advanced
Green Builder Demonstration Building discussed in
D.1.2 Case Study in this compendiums Recycling and
Reuse module. Written before the buildings construction, the paper focuses on the ideas that informed the
design process rather than the materials. [KR]
Fitch, James Marston. Historic Preservation: Curatorial
Management of the Built World. Charlottesville:
University Press of Virginia, 1990.
Presents economic, aesthetic, and cultural
arguments for the preservation and/or adaptive reuse
of existing structures. Traces the history of the historic
preservation movement in the U.S. Both preservation
theory and specific techniques for reconstituting
damaged building fabrics are explained. Examples
include the Plimouth Plantation and Colonial
Williamsburg are used to examine the pros and cons of
recreating historic structures. Includes a section on
designing additions to historic buildings and retrofitting
old buildings with new mechanical/electrical systems.
Gershman, Brickner & Bratton, Inc. Construction,
Demolition, and Landclearing Debris Research and Assessment. Prepared for The Clean Washington Center, a
division of the Department of Community, Trade, and
Economic Development, Seattle, May 1995.
This body of research is similar to that by C.T.
Donovan but is specific to the Northwest region of the
U.S. Organized by typical construction and demolition
materials; gives in-depth analysis of sources, quantities,
markets, improvements, and recommendations. [KR]
Gordon, David, ed. Green Cities: Ecologically Sound
Approaches to Urban Space. Montreal: Black Rose
Books, 1990.
A compilation of essays examining international
approaches to urban design and the assumptions upon
which these paradigms are based. Discusses a redefinition of urban park land, the concept of the dependent
city, the modification of macro- and microclimates that
result from development, and more. Provides both
introductory and intermediate levels of information.
Includes listings of selected horticultural services and
suppliers, organizations and demonstration projects,
and an introductory bibliography. [BR]
Hawken, Paul. The Ecology of Commerce.

New York: HarperCollins, 1993.
Addresses the basic question, How can we
create profitable, expandable, companies that do not
destroy the world around them? The entire book is
exceptional. It is written for a general audience and is
packed with examples that support the arguments. If
I were to teach a seminar on sustainable design issues,
Id assign this book. [KR]
Holmes, Hannah. Reuse It! Garbage V, no. 4
(September/October 1993): 3843.
Introduces five innovators of reuse, including Jim
Broadstreet, an architect and builder well known for
his creative ways of incorporating salvaged materials
in architecture. See his book, Building with Junk. [KR]
Ivy, Robert A. Rural Education. Architecture 83
(October 1994): 6265.
Provides an good case study of the Bryant house
in Masons Bend, Alabama, designed and built by
students participating in Auburn Universitys Remote
Rural Studio. Written from an educational perspective,
the terse text focuses on the design process. [KR]
Knapp, Daniel. Reuse: The Underestimated Source
Reduction Technique. Berkeley, Calif.: Urban Ore.
Knapp, Daniel, and Mary Lou van Deventer.
Integrated Resource Recovery Facilities and
Establishing A Reuse Business. Berkeley, Calif.:
Urban Ore.
All three of these Urban Ore reports provide an
excellent overview of the reuse business and materials
recovery. Knapp is probably the only Ph.D. that is a
general manager of a salvage yard. His perspective on
the yard role within municipal waste management
plans is based on both scientific study and first-hand
experience. [KR]
Landecker, Heidi. Recycling Redux. Architecture 80
(May 1991): 9095.
Highlights the recent work of Dan Rockhill &
Associates, a design/build firm that reuses salvaged
materials in residential projects. The buildings are
well-proportioned and crisply detailed, representing a
very discriminating and crafted approach to reuse.
[KR]
August 1998

Elegance Springs. The New York Times. (Thursday,
April 18, 1996): C1, C6.
Covers the recent work of the Remote Rural
Studio at Auburn University, describing the straw bale
Bryant House and the smokehouse and chapel that
were constructed from salvaged materials. [KR]
Lynch, Kevin. Wasting Away. San Francisco:
Probably the most comprehensive book available
on the subject of waste, decline, and decay. Lynch
writes from the perspective that these processes are a
necessary part of life and growth. He acknowledges
all forms of wasting for virtually every profession.
Underlying values that frame the discussions are
maintaining health and safety of human settlements,
achieving efficiency in land and resource use, and the
need for adaptability and recycling. [KR]
Malin, Nadav. Whats New in Construction Waste
Management. Environmental Building News 4, no. 6
(November/December 1995): 1, 1214.
One of the best publications available on
sustainable design and construction; provides an
excellent overview of current job-site waste
management strategies. [KR]
Business Ethics (May/June 1993): 2629.
Based on his observations of the Earth Summit
in Rio de Janeiro, the author discusses his philosophy
of design that acknowledges the scarcity of natural
resources and the impact of architecture and
construction on the natural environment. [KR]
McHenry, Paul Graham, Jr. Adobe and Rammed
Earth Buildings: Design and Construction. New York:
John Wiley, 1984.
This primer on earth construction includes
examples from around the world and selected
construction details. The principle of thermal mass
as an energy conservation tool is examined. Design
issues, applications, and building techniques are
included. Directed at homeowners as well as
designers. [BR]

Chronicle Books, 1978.
A sourcebook of projects and ideas successfully
carried out at both individual and community levels
that demonstrate the vision that sees gold in the stuff
that looks like lead. The introduction by Buckminster
Fuller discusses the recirculation of materials; it is
excerpted from Nine Chains to the Moon, originally
published in 1938. [KR]
Building Elements. 5th ed. Missoula, Mont.: Center
for Resourceful Building Technology, 1995.
This is not just a directory of material-efficient,
energy-efficient, and recycled building products. Steve
Loken, CRBTs founder and president, has done his
homework: he discusses the environmental impacts
of each category of building components, the use of
indigenous resources, and the managing of natural
resources. The CRBT offers a number of other publications including Job-site Recycling and Waste
Reduction, Strawbales as a Building Element, and
a narrative history of the ReCraft90 project. [KR]
Publishing, 1990.
A good overview of the historic preservation
movement as well as solid definitions regarding the
confusing language of preservation and reuse. [KR]
Pawley, Martin. Building for Tomorrow . San Francisco:
According to the author, This book is an attempt
to look at the potential of waste. It is a book founded
on a heresy, the idea that there is nothing unnatural
about massive overproduction, high levels of waste,
and marginal survival all of which are as much
characteristics of the natural world as of our own
industrial society. The potential of construction for
the absorption of waste in the future is everywhere
agreed, but the idea that the whole resource base of
the industry might change in the pursuit of this aim is
still a dream. [KR]
August 1998
Rapoport, Amos. House Form and Culture.

Englewood Cliffs, NJ: Prentice Hall, 1969.
An examination of vernacular architecture and
the lessons it holds for working with site and climate.
Discusses material selection and site orientation;
explores the link between behavior within a space and
the form of the space. Intended for readers familiar
with historic residential style. [BR]
People Mattered. New York: Harper & Row, 1973.
A critique of classic economic theory, which
emphasized growth at all environmental costs.
Schumacher, an economist himself, challenges Western
mans attitude toward nature and the illusion of
technology. The focus is on the inherent contradiction
in the assumption of endless economic growth and the
reality of finite resources. The book addresses the
dangers of encouraging developing countries to model
their economic/industrial policies on the Western
example. No background in architecture or economics
is necessary for the reader. [BR]
Shopsin, William C. Restoring Old Buildings for
Contemporary Uses . New York: Whitney Library of
Design, 1989.
Written as a sourcebook for practitioners and
students, it is intended to streamline the practical
matters of preservation, restoration, and adaptive
reuse. While landmarks and monuments are included,
the focus is on the creative preservation of ordinary
buildings. Chapter 4 discusses the approval process;
Chapter 9 describes the trade-offs, limits, and strategies
for integrating mechanical, electrical, plumbing, and
lighting systems. [KR]
Spirn, Anne Whiston. The Granite Garden: Urban
Nature and Humane Design. New York: Basic Books, 1984.
Successful cities, ancient and modern, have
developed by heeding their natural geography and
evolving over time. These communities offer humane,
sustainable lifestyles that allow their inhabitants to
remain in contact with nature. Utopian, planned
communities are unable to accomplish this level of
comfort, because the design process doesnt allow for
this critical evolution. The traditional planning process
itself, with its emphasis on physical manipulation of
the landscape, creates a variety of environmental and
socio-economic problems. Some background in urban
planning is helpful, but not essential for the reader. [BR]
Vale, Brenda, and Robert Vale. Green Architecture:

Design for an Energy-Conscious Future. London:
Thames and Hudson, 1991.
This book is fully illustrated with examples of
environmentally friendly architecture. The greenhouse
effect, patterns of consumption, and other environmental
issues are addressed in the context of architecture and
sustainable design. Case studies of existing buildings
are included. No background in architecture is
necessary to read this book. [BR]
Van der Ryn, Sim, and Stuart Cowen. Ecological
Design. Washington: Island Press, 1996.
More than just giving an overview of ecological
design, this book investigates design principles that
are inherent within any discipline dealing with the
preservation and restoration of ecological systems. It
is not a detailed technical reference, but a series of wellconnected discussions that describe the proliferation
of excellent work in ecological design as a whole. An
excellent resource guide and annotated bibliography is
included. [KR]
Watson, Donald, and Kenneth Labs. Climatic Design:
Energy-Efficient Building Principles and Practices. New
York: McGraw-Hill, 1983.
Part I discusses primarily passive responses to
climatic conditions: vernacular architecture, site orientation and planning, and psychometric principles are
examined; methods of calculating solar irradiation,
solar geometry, and heat flow are given. Part II focuses
on the scientific application of the principles discussed
in Part I. Part III lists climatic data for U.S. cities. [BR]
Wilson, Forrest. Building with the Byproducts of
Society. AIA Journal (July 1979): 4045.
The author moderated the first International
Conference of Garbage Architects, held in May 1979 at
Florida A&M. The host was Martin Pawley, thenprofessor of architecture and director of Florida A&Ms
Experimental Low-Cost Housing Unit. Other conferees included Witold Rybczinski, then-director of the
McGill University School of Architectures Minimum
Cost Housing Group; and Michael Reynolds, architect
and builder of Earthships in New Mexico. This article
is a discussion of both the background of secondary
use and the architectural explorations of that time
using industrial by-products. [KR]
August 1998
Yeang, Ken. Designing With Nature: The Ecological Basis

for Architectural Design. New York: McGraw-Hill, 1995.
An examination of the conflict between the
designers concept of the environment and the ecologists
view. Assumes and argues for a finite-resource
approach to design. Defines a series of overlapping,
dynamic ecosystems and explores how these ecosystems
are affected by building. Develops a framework for
ecological design based on the correlation between
user requirements and environmental impact. Aimed
at undergraduate architecture students and readers
experienced in architectural theory and practice. [BR]
Young, John E. and Aaron Sachs. The Next Efficiency

Institute, September 1994.
A well-researched, thorough examination of the
effects of current natural resource consumption on the
global environment. It focuses on the unsustainable
practices of primary material-extraction industries and
offers a revolutionary alternative in the form of
recycling, reuse, and remanufacturing. [KR]
August 1998

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Pollution Prevention

Introduction and Overview

Current Status of Sustainability in Architecture ........... 4

Objectives of This Compendium ................................. 12

Combined Resource List

Introduction and Overview

Objectives of Environmental Education

Level 1: Creating Environmental Awareness

A majority of architecture students choose the field because

1. Form-making (i.e., architecture) impacts local

Level 2: Understanding Building Ecosystems

Introduction and Overview

effective teaching tools. To enrich students learning, choose

Level 3: Ability to Design Sustainable Buildings

The Current Status of

Introduction and Overview

areas of research, design practice, and education.

See Appendix A for

those focusing on basic environmental control

The NPPC is willing to provide additional

The development of new materials can be facilitated by

Introduction and Overview

Building Product Manufacturers Survey

See Appendix B for

Each step of the manufacturing process gathering and refining

Introduction and Overview

See the Sustainable Building

Embodied Energy Reduction

Use of Natural Materials

BUILDING PHASE: USE

Use of Non- or Less-Toxic Materials

Renewable Energy Systems

POST-BUILDING PHASE: DISPOSAL

Introduction and Overview

Post Building Phase

Post Building Phase

Figure 1: The frequency of various features of sustainable building materials.

Introduction and Overview

Review of National Architecture

See Appendix C for

To evaluate the minimum educational requirements for

Introduction and Overview

environmental design issues (these criteria were primarily in

Introduction and Overview

Objectives of This Compendium

Introduction and Overview

The module on Sustainable Design gives an overview

National Pollution Prevention Center for Higher Education

Your Input is Welcome!

Introduction and Overview

Of the 200 surveys sent out,

Of the 200 surveys that were sent out to faculty members of

The survey asked respondents to include syllabi, bibliographies,

Oklahoma State University

Introduction and Overview

Currently offered courses related to environmental sustainability.

Environmental Systems I & II

Kansas State University

Design Studio Project, Third Year

Miami University of Ohio

ARCH 413/ARCH 414

Montana State University

No courses dealing specifically with environmental sustainability. Topic

_ CSI Section Title____________________________________________