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Sustainability 2017, 9(7), 1121; doi:10.3390/su9071121

Integration of Sustainability into Architectural Education at Accredited Korean Universities

1
Department of Architecture, University of Seoul, 163 Seoulsiripdae-ro, Dongdaemun-gu, Seoul 130-743, Korea
2
Department of Architecture, Chungbuk National University, 1 Chungadae-ro, Seowon-Gu, Cheongju, Chungbuk 28644, Korea
3
Department of Architecture, Seoul National University of Science & Technology, 232 Gongneung-ro, Nowon-gu, Seoul 01811, Korea
4
Department of Architecture, SungKyunKwan University, 2066 Seobu-ro Jangan-gu, Suwon-si, Gyeonggi-do 440-746, Korea
5
Department of Architecture, Korea University, 145 Anam-ro, Seongbuk-gu, Seoul 136-713, Korea
6
School of Architecture, Hongik University, Wausan-ro, Mapo-gu, Seoul 121-791, Korea
7
Department of Architecture, Inha University, 100 Inharo, Nam-gu, Incheon 402-751, Korea
*
Authors to whom correspondence should be addressed.
Received: 21 April 2017 / Revised: 11 June 2017 / Accepted: 19 June 2017 / Published: 27 June 2017
(This article belongs to the Special Issue Adult and Community Education for Sustainability)
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Abstract

This paper examines the integration of sustainability principles into architectural education programs at South Korean Universities that have been accredited by the Korea Architectural Accrediting Board (KAAB). Accreditation requires the successful implementation of 30 so-called Student Performance Criteria (SPCs). Similar to recent improvements to international architectural education, different principles of sustainability have been successfully implemented by the KAAB. This paper identifies eight sustainability-related SPCs that can be utilized to teach sustainability. The analysis of 48 accredited five-year architectural education program curricula in South Korea has revealed which sustainability-related SPCs are addressed each semester. Furthermore, the average number of credits per sustainability-related SPC in different course types, such as theory courses and design studios, has been identified. Theory courses with an emphasis on sustainability education have been defined as sustainability core courses. The results reveal that a majority of existing programs primarily address environmental aspects of sustainability. Furthermore, a sequential course structure analysis elucidates three main curriculum types, with different potential for integrated sustainability education in sustainability core courses and design studios: (i) sustainability core course preceding (high potential); (ii) sustainability core courses and design studio, accompanying (high potential); and (iii) sustainability core course following (low potential). View Full-Text
Keywords: sustainable architecture; architectural education accreditation; integration; design studio; theory courses; curriculum & course structure; Korea Architectural Accrediting Board (KAAB) sustainable architecture; architectural education accreditation; integration; design studio; theory courses; curriculum & course structure; Korea Architectural Accrediting Board (KAAB)
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This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. (CC BY 4.0).

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Rieh, S.-Y.; Lee, B.-Y.; Oh, J.-G.; Schuetze, T.; Porras Álvarez, S.; Lee, K.; Park, J. Integration of Sustainability into Architectural Education at Accredited Korean Universities. Sustainability 2017, 9, 1121.

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