Sustainable Design Practices, Analysis and Assessment Tools for Students Using Openstudio

Abstract

Integration of sustainability and its vision across multiple disciplines has become standard in many industries. The vision for sustainability embraces the goals of environmental, social, and economic vitality with the understanding that the needs of the present be met without compromising the ability of future generations to meet their own needs. Sustainability promotes interconnectivity of sources and communities, diversity, relationships between global environmental and economic trends, and holistic thinking which are key ingredients for success in many economic arenas. The author teaches a studio in the department of engineering technology surveying and digital media. The course requires the student to synthesize and apply subject matter studies in previous required courses and apply them to a realistic design problem solving effort. Typically students identify a design problem in their area of expertise and design a solution by working in a team. Sustainability is a key learning outcome of the course and students are required to develop a sustainable solution of the problem identified. The author identified a sustainability design, analysis and assessment tool named OpenStudio (https://openstudio.nrel.gov/). The tool is developed by National Renewable Energy Laboratory (NREL) and the US Department of Energy. OpenStudio is a cross-platform (Windows, Mac, and Linux) collection of software tools to support whole building energy modeling using EnergyPlus and advanced daylight analysis using Radiance. OpenStudio is an open source tool i.e. free to download and use. Students were exposed to OpenStudio�s capabilities both for creating custom energy conservation measures and for generating useful summary and detailed output.



Author Information
Kristi Julian, East Tennessee State University, United States

Paper Information
Conference: ECTC2015
Stream: Instructional Technology

This paper is part of the ECTC2015 Conference Proceedings (View)
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