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Looking at Students' New Literaci...Children’s Poetry and L2 Studies in Japanese UniversitiesCommunity Engaged Learning: Addressing Real World Problems U...Connecting Environment and Community: Building Students’ C...Constructing Light – An Experimental Pedagogy in Three Env...Constructs of Local KnowledgeContributions of multimodal narratives for the construction ...Creating a Transformative Experience in the First Year of St...Creating Materials for Transformative Language Development i...Creative and Intellectual Resilience: a new agenda for Archi...Creative Parameters: Reimagining Film PracticeCreativity, Uncertainty and Social Responsibility in Educati...Critical Reflection and Painful Pedagogy: Students’ Reflex...Dare to Imagine: Creative Scaffolding for Transformative Tea...DC (in)Context: Connecting the Curriculum to the CityDesign Economies – Connecting the Academy to Creative Indu...Design Education for Sustainable Development through Hands-o...Digital Innovation in The Critical Geographies of EducationDiscovering Quandaries while Instituting [attempting to inst...Distributed Learning in Virtual SpaceDocumentation for Designers: Media-Based Self-Reflection Too...Education in Future Tense. A “Phigital” Experience in th...Embedding live client led engagement in undergraduate study ...Emerging Technology Collaborative Design StudioEnhance Design Undergraduates’ Entrepreneurship, Employabi...Epistemology of Praxis in Creation of ArtworksEstablishing and Evaluating a CSR Focused Corporate Partner ...Establishing Relevance of Traditional Indian Architecture in...Evaluating the Future: Capability and Knowing through Design...Exploring concepts of time in design through movement and re...Exploring Teaching Beliefs on Students’ Learning: a Case S...Flipped Out: Co-Constructing a Community of Inquiry Focus on Transformative Pedagogy: The Architectural Design ...Freedom, Choice, and the Psychology of Design’s Final Year...Future of Industrial Design Education from the student persp...Giving Way and Educational TransformationHuman-mediated Digital Simulations for Education Students: S...Inclusion of Children with Special Educational Needs in the ...Insta-education. Social media channels as an amplifier of th...Is the Music Education Paradigm Changing? Learning Through Freire: Applying Transformative Pedagogy to...Lessons from the Pandemic: the Entanglement of Architectural...Life Narratives as Sites of Architectural Learning and Teach...Making Matters: The Scope of Material Effects in the Transfo...Mismatch: Inclusive Design Strategies through Pedagogy and P...Multilingual Typography Class for Culture ExchangeNature-based Extended Reality LearningNeighbourhood: More Than Human CommunitiesOnline Learning Strategies for Designing A Playscape Perceptual Shift Rule as an Educational ToolProposal Investigating Creative Practices in Teaching Art an...Quick, Ridiculous and Low-Stakes Prototyping as a Spur to Cr...Re-imagined Connectedness: TREC in practiceReconfiguration of Pedagogical Practice: The Effect of Digit...Reimagining educational quality through transformative learn...Rethinking the Art History Curriculum for Art and Design Stu...Revitalization Of Design Education After Pandemic-Driven Shi...Shared Learning AgreementSocial Emotional Learning for Educational Equity: Teacher ca...Something Has Changed: Gauging the contemporary climate of s...Spatial pedagogy for directors of social institutions to und...Stories from the Hybrid StudioStrategies for Enhancing International EAL Students’ Virtu...Strengthening Education for Sustainable Development: A Digit...Students’ Perceptions of Blended Learning in University Ma...Support teams for innovative teaching practices in higher ed...Teaching in a VUCA WorldThe Application of Simulation Technology to Higher Education...The Black Box of Zoom – Transformative Facilitation for M...The Dewey Decimal Project - Meaning Inside the Event. The End of Human Dominance: a Transformative University Semi...The Impact of Virtual Reality on The Design Process: The Cas...The Rebel Tartan Project: Transformative Teaching: Cross Ins...The Syllabus Quiz: A Simple Tool for Familiarizing and Engag...The Thick Timeline as Method for Design-oriented EducationThe Traps of Creativity: The Solution of 3RPlay’s Educatio...The Use of VR in Task-Based Teaching for Mandarin ChineseThe Value of Art in Education, a Space to Perceive. Training Future Architects towards Energy Poverty ChallengesTransformational approaches to the delivery of business ethi...Transformative Learning, Activism and Reflexivity in Educati...Transformative Learning: Developing Community-based Particip...Transformative Teaching Online: an Examination of Online Tea...Transforming Outer/Inner Worlds through Reflexive Inquiry Welcome and Introduction What Does It Mean To Be a Student in a H.E. Setting Post-Pan...What is Hyperflexible Learning? Risks and Benefits in Post-C...What Matters Matters: Methods for Student EngagementWhere to land after the pandemic? Towards an amphibious wate...Working with First Australians
Schedule

Transformative Teaching

Focus on Pedagogy 2022
Training Future Architects towards Energy Poverty Challenges
C. Sánchez-Guevara Sánchez et al.
7:00 pm - 8:30 pm

Abstract

Given the current global eco-social crisis, the role of academia is becoming increasingly relevant to train future professionals capable of facing the challenges of today’s and tomorrow’s society. This communication presents the Summer Energy Poverty Agents (SEPAS) Learning and Service project in which more than 60 students from the School of Architecture from UPM have been trained in the field of energy poverty and have developed workshops on heat culture and energy bills with households living in vulnerable neighborhoods. They have also developed interventions in outdoor spaces to generate pocket gardens together with the neighbors to create climatic shelters to achieve thermal comfort. The training to the students has been given by teachers and researchers from the Universidad Politécnica de Madrid with workers from the NGO ABD who have provided the necessary knowledge of social intervention. The results show great satisfaction on the part of the students. They have expressed the need to incorporate this knowledge into the architect’s curriculum, highlighting the proximity and practicality of the teachings as well as the importance of working for people in a realistic way, moving away from the mainstream teaching given in architecture schools. The response from the households that have participated in the project has been very positive, highlighting the reduction in the cost of their energy bills as well as the improvement in the wellbeing of their homes during the summer.

Biography

Carmen Sánchez-Guevara Sánchez Ph.D. Architect. She belongs to the Bioclimatic Architecture in a Sustainable Environment Research Group based at the Technical University of Madrid. Lecturer in the master’s degree in Environment and Bioclimatic Architecture. Her research focuses on energy poverty from the perspective of the right to habitability and thermal comfort in housing. She is currently the principal investigator of two European-funded projects: EPIU in which a service for vulnerable households is being developed and COOLTORISE aimed at reducing households’ summer energy poverty conditions.

Camila Andrea Ludueña (She/Her) is an architect, Master in Bioclimatic Architecture, and Master in Conservation and Restoration of Architectural Heritage by the Universidad Politécnica de Madrid. She is a Ph.D. candidate, and her research focuses on assessing indoor well-being conditions in vulnerable occupied dwellings in cold extreme weather using monitoring and simulation tools. Her link to energy poverty began with studying energy efficiency in buildings using energy simulations. She is currently working as a collaborating researcher in the UIA-Energy Poverty Intelligent Unit (EPIU) and Horizon 2020 – COOLTORISE projects,

Patricia San Nicolás Vargas is an architect, Master in Environment and Bioclimatic Architecture from the Polytechnic University of Madrid. She worked in the public sector in Chile in housing reconstruction programs affected by the 2015 earthquake. The social component of that experience motivated her to specialize in climate change and sustainability issues. Her interests are in deepening the impact that outdoor spaces have on their nearby urban environment. She is currently working as a researcher in the Horizon 2020 Cooltorise project and in the UIA EPIU Getafe project.

Miguel Nuñez Peiró PhD, Architect and Master in Bioclimatic Architecture from Universidad Politécnica de Madrid, where he currently works since 2016. His research focuses on the study of the urban climate, energy vulnerability, and buildings’ energy performance. He is very interested on improving the climatic contextualisation of urban environments, as well as assessing their impacts on the most vulnerable population. He has participated in several national and international research projects and networks, including the MODIFICA (BIA2013-41732-R), EPIU (UIA04-212) and COOLTORISE (H2020-101032823) projects. His expertise includes the development of intra-urban monitoring campaigns, GIS-based analysis, and basic Python skills. Since 2019 he is Associate Lecturer at the Architecture Department from Universidad CEU San Pablo.