Evalueringsrapport-forside for referansegruppe:

 

 

 

 

 

 

 

EVALUERINGSRAPPORT    AAR4926

    fargekode

 

 

 

 

Studiepoeng: 7,5 stp

Emneansvarlig: Førsteamanuensis Matthias Haase

Referansegruppe: Nava Shahin, Zhang Chuanzhong, Kristian Stenerud Skeie

 

 

 

Gjennomført evalueringsmøte1 dato: 28 February 2012.

Gjennomført evalueringsmøte2 dato: 23 April.

Gjennomført evalueringsmøte3 dato:

 

 

Final reference group evaluation AAR 4926 – Integrated Energy Design

 

Conclusion – Green

 

Reference group

The reference group was appointed by the students on the first evaluation meeting 28 th February. On this meeting both students, subject teacher Matthias Haase and Vit. ass. Therese Svarte were present. Students feedback on the undergoing course was discussed in plenum. It was agreed that the reference-group was responsible of organization forthcoming meetings and collecting feedback among students. The reference-group would act as the connection between the students and the subject teacher. It was also decided (as students from both theory course AAR4926 and the corresponding design project course AAR 4616 were present) that the reference-group would report for both courses.

 

A second meeting was held among the students April 21 st , to evaluate the second phase of the courses. The results were presented to the subject teacher Matthias Haase and Vitass. Therese Svarte on the second evaluation meeting 23 rd April. After this meeting some correspondence has also been carried out by email.

 

Course description

 

Course content: “Energy systems and services and their integration in architecture. Solar energy. Challenges related to the renovation of existing buildings and cultural heritage. Design and evaluation tools. Integrated design methodology. Co-operation with the Faculty of Engineering Sciences and Technology.” (ntnu.edu/studies/courses/AAR4926)

 

Learning Outcome: “The students will learn the principles for the integration of energy systems in new and existing buildings, along with the models for interdisciplinary design processes that facilitate their successful functioning.” (ntnu.edu/studies/courses/AAR4926)

 

The course description and learning outcome corresponded with the course experience. However we feel that the course may benefit from a more inclusive description, outlining the broad range of themes related to ZEBs and IED processes presented through the seminars.

 

Teaching

A list of lectures and seminars related to the course:

- IED and IVT introduction lectures (Haase/Høseggen)
- Building Envelope Seminar (Gustavsen)
- Ventilation and Building services Seminar (Mathisen/Novakovic)
- Daylight Seminar (M. Haase)
- Passive House Seminar (Unterrainer et. al.)
- Solar Energy Seminar (M. Haase)
- Building Simulation Seminar - ECOTECT (Haase/Gustavsen)
- Building Conservation Seminar (Woodville, Grytli et. al.)
- Building Simulation Seminar - ECOTECT (Haase/Lolli)
- LCA-seminar (Nordberg, Lolli, Wiberg et. al.)
- Building Simulation Seminars - PHPP (Maltha)
- Waste and Behavior seminar (Lehmann, Boks, Berker et. al.)

Seminars were held by several researcher staff and professors including some sessions by building professionals from outside the faculty. Some seminars were more theory based lectures focusing on the central course curriculum and therefore more relevant to the exam. The seminars held in Skiboli were more project and research based presented by a range of building professionals and researchers. Considering that some interest was given by people outside the course, there might be a potential to reach a larger audience by active promotion and early announcement of the seminars.

 

The seminars were perceived as too intensive by some of the students, most of them lasting an entire day. This was particularly the case in some of the more theory heavy seminars as the duration made it difficult to concentrate at the end of the day. Students suggest to separate the seminars into shorter lectures and present separately. Furthermore slideshow presentations could be combined with other forms of teaching. The lectures that got the most positive feedback by students managed to involve students with small practical exercises, like drawing or opening up for discussion.

 

Progression and Assignments

There are three assignments in the progression, and as the project progressed the assignments focused on on IED in different stages of the design process. The assignments contained energy calculation tools, Simien (IVT-students), Ecotect and PHPP consequently. Ecotect and PHPP were also taught in Building simulation seminars. Sometimes it was difficult to follow the routines presented in these lectures. and might be easier to master the computer tools if more examples and exercises are provided in class.

 

In the second evaluation meeting students also requested more specific advice on the curriculum and a stronger connection between the course literature and lectures. Recommendations on course literature and exercises relevant to the exam was provided.

 

Learning environment

Almost the entire group of students was part of the MSc. Sustainable Architecture, but the exchange students that also chose the course gave a positive contribution to the group. In the future it should be strived for more students. Also norwegian architecture students, as it would also be a strength socially and could contribute to further integrate the master program. In terms of what the IED courses offers, both through individual learning and corporation across disciplines, more students needs to know about these courses.