Passive Aggressive Education: Infusing Passive House Principles into the Curriculum

Abstract

In 2006, recognizing the impact of buildings on global climate, the American Institute of Architects adopted the 2030 Challenge1"• an initiative to reduce the building sector's dependence on fossil fuels and mitigate greenhouse gas emissions. Recent professional training in the building methods of the Passive House concept in the U.S. promises to reduce space-conditioning energy use by 90% compared with conventional buildings. The Passive House method sets target performance criteria that must be met during construction. Education and training for design professionals involve intensive classes on building science principles of envelope construction, thermal comfort, heat gain/loss, ventilation, shading, orientation, and calculations of total primary energy use. Implementing Passive House principles into the curriculum suggests a variety of educational opportunities for enhanced student involvement, engagement and understanding of ways to address the 2030 Challenge. The intent of this paper is not to describe software platforms or passive cooling/heating concepts. This paper describes and explores the workings of courses and examples of faculty-student discourse at 3 institutions (Miami University, North Dakota State University and the University of Oregon) to infuse the curriculum through seminars and design-build studios for a real world community project. The delivery process of curricular innovation reveals several barriers to embedding concepts into the curriculum, but greater dialogue on concepts and principles, construction techniques, energy targets, and the need for collaboration among building professionals (designers, contractors, engineers, and consultants).