Green School, Healthy School? The Role of Children in Post-Occupancy Evaluation to Determine Indoor Air Quality in Classrooms
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The Department offers a five-year program leading to the Bachelor of Architecture degree. The program provides opportunities for general education as well as preparation for professional practice and/or graduate study.
The Department of Architecture offers two graduate degrees in architecture: a three-year accredited professional degree (MArch) and a two-semester to three-semester research degree (MS in Arch). Double-degree programs are currently offered with the Department of Community and Regional Planning (MArch/MCRP) and the College of Business (MArch/MBA).
History
The Department of Architecture was established in 1914 as the Department of Structural Design in the College of Engineering. The name of the department was changed to the Department of Architectural Engineering in 1918. In 1945, the name was changed to the Department of Architecture and Architectural Engineering. In 1967, the name was changed to the Department of Architecture and formed part of the Design Center. In 1978, the department became part of the College of Design.
Dates of Existence
1914–present
Historical Names
- Department of Structural Design (1914–1918)
- Department of Architectural Engineering (1918–1945)
- Department of Architecture and Architectural Engineering (1945–1967)
Related Units
- College of Design (parent college)
- College of Engineering(previous college, 1914–1978)
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Abstract
Issues of internal and external air pollution, common diseases afflicting children, and concerns for optimizing learning potential are all important factors to consider in post-occupancy evaluations of air quality in schools. However, children’s perspectives on air quality are largely overlooked. Developing an appropriate methodology to include children is both important and institutionally difficult. This paper examines child-friendly methods of conducting post-occupancy examination of indoor air quality in school settings. It proposes interdisciplinary work on post-occupancy methodologies, engaging with social-science literature on research with children. The paper identifies barriers to the development of an inclusive post-occupancy methodology that can collect both qualitative and quantitative data. It also incorporates children’s experiences by citing research findings from a pilot project that is taking place in a central Iowa school.
Comments
This is an unpublished paper. Do not cite without permission of the authors.