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1. Introduction
To educate the next generation that sustainability is not a method, but standard practice, it is critical that we consider teaching practices that incorporate in depth understanding of sustainable practice. The sustainable envelope proposes the use of a more than typical building materials and decision in designing within an unarticulated shell - and as design process of conceiving a sustainable interior design. The investigation of sustainability in Interior Design necessitates the exploration of sustainability beyond the specification of materials to incorporate an appreciation for the limitations of the environment [1]. Although interior designers acknowledge the importance of environmentally sustainable design, its application to interior design projects did not reach the same level as its perceived importance [2]. There will be 16 third (final) [Batch 2] year students been selected in this research and for Phase 1; their Interior Design Studio projects conducting in Semester 1 Session 2010/2011 beginning in July 2010 and ends in November 2010 become part of the survey. There is Phase 2 study which is the continuation of Phase 1 being done in Semester 2 for more detail survey research. The students are in Universiti Sains Malaysia in Penang, Malaysia and all are the Malaysian citizens of Malay and Chinese descendent with one Saudi Arabian student. Initial also has been done on the previous batch focusing on 33 students; all local Malaysian with two Iranian students, two People Republic of China students and three Indonesian students (see Table 1and Table 2). Awareness of the practice will provide a basis for developing educational strategies for sustainable interior design. Interior designers can educate by identifying components that are less frequently applied in the ongoing design and develop teaching methods to further strengthen on individual sustainable understanding. While other sectors of the economy have their own programs to strive for sustainability, emphasis must be done in having the initiatives to change the physical outlook of future built environment in the tropical region particularly Malaysia [3]. A. Materials and Method This study will discuss on design studio project that addresses sustainability through an environmentally based research focus. Students somehow start the project with a research component, interpreting the usefulness of interiors sustainable material and the sustainable implications in the process of design decision been made. For example; the design process of using natural light for the interior is advisable to use; instead of using mechanical lighting fixtures to light-up interior spaces. Carpet or linen
Keywords
sustainable education, teaching sustainable, sustainable interior, sustainable design.
Roslan Bin Talib et al.: Survey on implementing sustainable issues into Interior Design Studios Project.
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manufactured from not-recycled friendly materials are also been looking into not to be considered in the design.
RDS 308 - ID Studio Year 3 Semester 1 (projects list) General summary brief indicated require green building oriented 1. Circulation RDS 309 -ID Studio Year 3 Semester 2 (project list) General summary brief indicated require green design Year 3 Interior Design Studio students (12-16 students, attending during year 2010 and 2011)
1. Conceptual model 9 nos. of Studio projects for Sem. 1 and 2 (Approx. 2,300 sq m, 2 storeys) Process in getting sustainable issues into projects in Project 1, 2, 3 and 5 (summary)
2. Form, space & function Process in getting sustainable issues into projects in Project 1,2, 3 and 4 (summary)
SUSTAINABLE ISSUES: * 6 main sustainable interior principles by US General Services Admin. * Abstract on US LEED 2009 for commercial interiors * Other interior related sustainable issues from references ie. internet, journals, books etc.
3. Interior themes
4. Model making Refinement of sustainable studio program 5. Bill of quatities (base on latest design) LITERATURE RESEARCHbooks, internet, journals
Fig. 1. The flow chart showing the process in getting the sustainable input being formulated from the students studio work
This research is meant to create a discourse in determining the sustainable qualities of a material used in the ID studio tasks. Material is integral to the palette of interior design. In this problem the students investigate material as a catalyst for encouraging environmental and sustainable research beyond material itself. The sustainable envelope as site investigates the consideration of sustainability both within the interior and through the structure. The paper will discuss how the sustainable envelope as a research base facilitates a broadening in the knowledge of, appreciation for, and approach to consideration of sustainability beyond the specification of material in Interior Design Studio projects. The research will incorporating two Interior Design Studio courses: RDS 308: Interior Design Studio 3 and RDS 309: Interior Design Studio 4 that commenced during Semester 1 Session 2010/2011 and Semester 2 2010/2011 respectively. Students will prepare a synopsis, including information sources, of an example of human interaction with the environment that shows either positive or negative impact. Students will select a material or product that is identified as environmentally friendly or responsible and evaluate the product to confirm or deny the truthfulness of the marketing presentation. Through-out the design process, evaluation and finding of the final report will be based on acquired knowledge about sustainable production and materials. Student teams will select a built interior design project that utilizes sustainable building techniques and/or green materials and products. Teams utilizing the US LEED standards, US General Services Administration sustainable principles as well as from other resources i.e. books, journal etc. to evaluate the project and to produce among the final presentation related drawings to be documented (for final report and book/monograph) in regards to their internal envelope or the interior spaces (see Fig. 1, Fig. 2 and Fig. 3).
International Journal Publishers Group (IJPG)
Bio-climatic buiding Eco-friendly buildings Sustainable design Input from USM Year 3 ID Green Studio for 2 semesters oriented design brief
Fig. 3. Simple linkage diagram connecting various parties/stage in getting the green impact design in place
For this initial study, several conclusions can be made from the graph. By using US LEED sustainable rating system as a guide and having rating 1 to 5 (5 responds giving higher sustainable issues applied within the individual project), it seems like most of the students doing pretty well in making consciousness of the green impact input design [4]. The graph having up and down effects as students giving less and more sustainable gesture inputs i.e. some students only mentioned in text or only indicated briefly in their building quantity report (less) compare with those clearly shown in floor plan (with label on green input) and perspectives or even repeatedly clearly mentioned in the their building quantity report (more) (see Fig. 4 and also see Table 1 for the relationship).
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Sem.1 & 2 Sess.2009/2010 Year 3 ID Studio - Sustainable input based on LEED rating system.
having projects range from Barbie Doll Center in Penang (10 minutes drive from USM campus) to the exotic pet shop located at the tip of the Malaysia peninsular near Singapore (about 9 hours driving using the national freeway from Penang).
RADZIAH BINTI A
JOSEPHINE ONG
SITTI AZSIZSA
0 5
Sustainable Sites Energy/ Atmosphere Indoor Env. Quality Regional priority Fig. 5. Most of the study (especially on the graph studies) is based on the US General Services Admin sustainable principles followed by US LEED rating system and other available resources
Fig. 4. Using LEED rating for the initial study on Batch 1 group TABLE 1. EXTRACTING LEED RATING FOR GRAPHICAL SURVEY STUDY No. LEED Rating Related summary address 8 major areas 1. Location and Improve neighborhood Planning 2. Sustainable Sites Site selection; Public Transport; Parking. 3. Water Efficiency Water use reduction i.e. using toilet tank eco-water save 4. Energy and Control daylight; Comply Atmosphere Energy-STAR; Install light sensor; Using skylight 5. Materials and Material Re-use Furniture; Resources Regional Materials; Rapidly Renewable Material i.e. bamboo; Certified Wood 6. Indoor Low-Emitting Materials i.e. Environmental V.O.C. paints, composite Quality wood; Daylight gain 7. Innovation and Educate green to project Design Process team 8. Regional Priority Important to region
Figure 7 and Fig. 8 are the result from the extraction findings mostly from the Final B.Q. Project (Project No.4) booklet report and also some input from all previous three projects. The data tabulation from Fig. 7 and Fig. 8 are derived from input in relation to the sustainable design or materials which are being trace from the students reports and drawings. Semester 1 Session 2010/2011 duration is from July 2010 to November 2010. For information there are 2 full time lecturers involving teaching and critique for this studio. Also, the resources from US General Services Administrations 6 sustainable principles are being used regularly for this Batch 2 group on Semester 1 study (see Fig. 5).
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A B C D G D A E F G H
H G F E D C B A
0%
Key: A= Courtyard for natural ventilation and natural lighting B = Harvesting rainwater for water feature at courtyard C= Skylight for natural lighting D= Sustainable furniture or interior finishes E= Sustainable interior floor finishes F= Sustainable interior wall finishes G= Sustainable interior ceiling finishes H= Using LED for interior lighting Fig. 6. Summary on sustainable input for Year 3 ID Studio (sem. 1) showing overall tabulation on overall students respond to sustainable issues taken into consideration on individual project
Key: A= Courtyard for natural ventilation and natural lighting, B = Harvesting rainwater for water feature at courtyard, C= Skylight for natural lighting, D= Sustainable furniture or interior finishes, E= Sustainable interior floor finishes, F= Sustainable interior wall finishes, G= Sustainable interior ceiling finishes, H= Using LED for interior lighting Fig. 7. Summary on sustainable input for Year 3 ID Studio (sem. 1) showing overall tabulation on individual student responds to sustainable issues taken into consideration on individual project
Sem.1: Students respond using 6 Main Sustainable Principles Input on overall all ID Studio Projects for Session 2010/2011
3 2 1 1 0 2 3
AGUSTINA
FUAD
BEE TING
JAC
SOO HOON
JOYEE
LEE YING
SIN YI
FADHLULLAH
4 5 6
SHAZWAN
RIDZWAN
IZZATI
ADILA
FARHANA
ZAINAB
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both factors are correlated and strengthening the issues hoping to see better students usage on applying the said factors. The combining factors versus student list graph above give an indication that a little bit more than half of applied column still flat meaning that the students only have half of their consciousness thinking in using sustainable ideas and still afraid to throw them into their individual project. As expected, there should be not a perfect graph been produced as the students still in the learning process but better and fair graph result can be seen for the next semester (Semester 2 Session 2101/2011) if the ID sustainable knowledge really been considered by them.
6. Discussion -Phase 2: Findings on ID Sustainable Issues Application in Semester 2 Session 2010/2011 Finding from Fig. 9
This analysis is based on the submission of project no. 1 (see Fig. 9) which is to do the sculptural model from the Langkawi Island visit. The sculpture will be put within an interior space to be located in an interior courtyard space of the individual project. The graph indicated that four main materials been indicated by the students in order to built this sculpture. Those are made of natural stone considering the local stone and considered as sustainable material use for making the real sculpture receiving the highest points. Next, the students seem to indicate to have either whole aluminum or the whole steel as their choice to build the monument. This is the type of material that majority of the students preferred and aluminum or steel are not really sustainable materials choice. The last two minor groups having a combination of sustainable material i.e. timber and bamboo together with non-sustainable material i.e. aluminum and steel; as their choice to build the conceptual model. This last group receives middle value of marks thus trying to balance the majority lower points in using non-sustainable material for the model. Overall, the graph clearly show that the students still not fully consider using sustainable material for the sculpture regardless the critique series done within the 2 weeks of project period. The critiques clearly giving awareness in option they have to opt sustainable materials being considered to use in order to build the sculpture.
Fig. 9. Graph analysis for Semester 2 Session 2010/2011 Project No.1 on using sustainable material for the sculpture. This particular exercise using scale 1 to 5 as the highest input have 5 marks
Sem.2 : Project No. 2 on internal landscape sustainable issues input for Year 3 ID Studio Green Wall Session 2010/2011
Recycle/ water pond
Natural light
Natural light
Local plant
0 AUGUSTINA JUSRI AHMAD FUAD S CHENG BEE TING JACQUILINE TEH J JOYEE LEONG LEE SOO HOON LEE YING
LIM SIN YI
MOHAMAD FADHLULLAH
MOHAMAD RIDZWAN
Green Wall
Shading device
NURUL ADILA
Fig. 10. Task 2 Internal landscape sustainable issues input for Year 3 Interior Design Studio Semester 2. Scale using 1-5 for frequency of application (5 is the highest frequent)
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Sem. 2: Project No.3 on using sustainable material for task on spaces, circulation & materials.
LIM SIN YI
Recycle timber ZAINAB BINTI HAMZAH Recycle timber floor Bamboo floor Recycle stone/concrete Water/landscape feature Eco safe fabric
Fig. 11. Sustainable input using typical green issues for Task 3 using scale 1 to 4 where 4 gets highest mark for green input
of the design process. With the option we have now of having no planet B, future generation of Interior Designer must well equip and well aware how important to have sustainable green design. Thus certain initial conclusion can be derived from the study where most of graphs indicated that by stressing the importance of the green design, students can be guided and produced satisfied results. There are still much rooms can be filled to improve the implementation process of the sustainable issue within the academic field. As Universiti Sains Malaysia already being labeled as the key player in having these sustainable role really being applied and the affords are well known and well receive among the region top universities; this Interior Design Sustainable Studio exercise can be made as standard practice. Whether lifecycle analysis, reducing landfill, buying local, downsizing, salvage, re-purposing, heirloom design, anti-allergy, reducing VOCS or day lighting for productivity. These are to name a mere few. Sustainable interior design pulls away from changing trends and synthetic culture, returning to a more traditional, local and natural way of living. Consideration of environmental
issues in construction projects has economic, ecological and social implications [5].
To combine these elements and accomplish a design solution that offers a practical, functional, stylish and ethical interior, alongside the occupants requirements can be quite a feat. In that challenge lays a new perspective. The holistic approach is to acknowledge that as humans we are only visiting the earth, we are not the owners. Together these offer a more intelligent method, one that respects our future. The research indicated that the up and down of the graphs lines giving better clues that the challenge in training students with green and sustainable design attitude received quite a good outcome. Furthermore, with the Federal
Using/control day light and LED light 4 Using recycle construction material e.g.bamboo floor. Using certified wood from well-managed forest ie.
Government policy in encouraging better living environment as shown in the Federal Government staff double storey terrace housing in new city like Putrajaya, Malaysia; looking into the comfort of having sustainable homes with sustainable interior feature can become the Malaysian trend lately [6]-[7].
For years we have been engaged in a consumer driven culture, buying without thought. Media has helped us begin to grasp the seriousness of our man made actions, making way for sustainable building methods and raised public awareness in Malaysia, Europe or in the USA. However, green principles usually stop on pre interior fit. Whats inside the building is just as important, as every part of an interior has an impact on our health, wellbeing and the environment. Its time to acknowledge the value of sustainable interiors as an integral part of design and build and not an afterthought.
Fig. 12. Extraction from US LEED 2009 in identifying green factors into the students overall design
From the graph, we can make a summary that by the time the students finalizing their projects end of the semester session, most of the schemes are more matured and loaded with sustainable inputs. For this analysis, by extracting US LEED sustainable ratings system in using scale 1-4 (meaning 4 point indicating highest sustainable response input; 1 is for less input) most of students give positive sustainable input into their projects.
10. Conclusion
The green approach is simply responsible design. Having a responsibility to sustain life and land with every design decision made are the great things to do. As we see bigger role playing by the Interior Designer in contributing the process of designing the built environment; green is an umbrella term for a myriad of elements considered as part
International Journal Publishers Group (IJPG)
Acknowledgment
The authors would like to thank to Universiti Sains Malaysia on providing research assistants (Ms Syairah Zaimah Shafie and Ms Wan Nur Liyana Wan Mohd) through USM Short Term Research Grant No.
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References
[1] D. Schneiderman, The Sustainable Envelope: Teaching Sustainable Practice in the Interior Design, Studio, (2008) International. Journal. of Envi., Cul. Econ. & Soc. Sustainability ; vol. 4, no. 2, pp. 11-18. [2] M. Kang & D.A. Guerin, The State of Environmentally Sustainable Interior Design Practice, (2009) Journal. of Envi. Sci, vol. 5; no. 2, pp.179-186. [3] A.M. Abdulrahman, M.H. Abdulsamad, A. Bahauddin & M.R. Ismail, Towards a Low-Energy Building design for Tropical Malaysia, (2009) Pulau Pinang, Penerbit Universiti Sains Malaysia, pp. 3-20. [4] R. Talib & M.Z. Sulieman, Survey on implementing sustainable issues into Interior Design Studios Project, (2011) Intternatinal Proceeding of ISEMS Conference, Thailand, pp.155-159. [5] D. Gauzin-Muller, Sustainable Architecture and Urbanism, (2002). [6] L. Sharkey, Dreaming Green. New York, Clarkson Potter, 2008. [7] R.Talib, P.O.E. on Selected Governments Double Storey Terrace Housing Units in Putrajaya, (2011) Malaysia, Journal of Asian Culture & Hist, vol. 3, no. 1, pp. 125-37. Roslan B. Talib received his B. Sc in Arch. Studies at Univ. of Wisconsin, Milwaukee USA in 1986 and Master of Architecture (Urban Design) at Kent State Univ. Ohio USA in 1988 . He will be pursuing his PhD in 2012 in managing sustainable interior for Malaysian houses and office buildings. Currently he is teaching interior design at Universiti Sains Malaysia and having university research grant doing study on students input on sustainable issues on studio projects. He is also have hands-on experience dealing with interior defects works as well as architectural design and project management through his 16 years experience working in public and private companies in Malaysia i.e. JKR and Renong Group; with projects ranges from National Science Center, National Stadium (including Swimming Complex and Indoor Stadium) to KL International Airport planning (with Netherlands Airport Consortium).
Mohd Z. Sulieman graduated in Surveying (Property Management) with honours from Universiti Teknologi Malaysia in 1997 and earned his M.Sc. in Building Technology and PhD in Building Science and Engineering from Universiti Sains Malaysia in 2005. Currently he is a Building Surveying Programme Coordinator in the School of Housing, Building and Planning, Universiti Sains Malaysia. He has 12 years hands-on teaching and construction experience. He has written more than 15 technical papers and was published in the local and international proceedings. Enjoys being part of, as well as managing, motivating, training and developing, a successful and productive team and thrives in highly pressurised and challenging working environments.