Faculty of the Built Environment

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498: Integrating Sustainability and Environmental Design in an African Architecture Curriculum:
(Passive and Low Energy Architecture, 2008-10-28) Olweny, Mark R. O.
While the majority of Ugandans live in energy poverty, contemporary architecture in the country is for the most part energy inefficient. Progress and development is shown through the inclusion of air-conditioners, while choices made in the construction of buildings ignore concerns about the wider environmental context in which architecture is situated. Although architects in Uganda are aware of sustainability and environmental issues and the need for strategies to reduce the carbon footprint of buildings, the ability to translate information into built form is limited by the fact that many have not been given the appropriate tools to apply this information in the local context. The introduction to environmental and sustainable issues for many architects in Uganda has been through the traditional mode, in which environmental issues were presented as ‘addon’ courses, delivered by ‘specialists’, in independent lecture sessions, with little if any attempt made to integrate this knowledge into design projects. The design studio viewed as a place for aesthetic exploration, with technical and environmental issues regarded as an impediment to this. Introducing Sustainability and Environmental design into the curriculum as an integrated component in the design studio is an important strategy to enabling graduating architects to make decisions concerning sustainability and environmental design as part of the design process, rather than as an add on extra. Over the past three years, the School of the Built Environment at the Uganda Martyrs University has transformed its curriculum in an effort to make the architecture curriculum more responsive to environmental concerns. The new integrated curriculum sought to make sustainability and environmental design integral to the design studio in an effort to address growing environmental concerns in Uganda. This paper presents outcomes of these studios as well as reporting on feedback from students who have been through the programme.
Architecture and Urbanism in the Global South
(2012) Olweny, Mark R. O.
As we enter the second decade of the current millennium, we find ourselves in a world where the majority of humanity resides in urban areas. As urbanisation continues, we can pose questions about the future of these urban areas and the decisions that need to be taken to ensure that these centres are sustainable into the future. There is increased interest in urban areas of the Global South. They could, arguably, be viewed as efficient and sustainable, not entirely by design, but by default, brought about by circumstances unique to them. This state of affairs is fast changing as many urban areas take on the architecture and urban infrastructure that changes the way people live and work, and consequently may impact on their future viability as well as their sustainability. The state of architecture and urbanism in the Global South presents us with a unique opportunity to evaluate global challenges related to urban sustainability from a new perspective. Are there lessons for architects, landscape architects and urban designers alike, based not on the ensuing debate revolving around the here and now, but rather, the needs of the next generation, and future of architecture and urbanism? Can there be a productive transfer of best practice principles between different cities across the globe? The ever-increasing number of inter-country exchange programmes, studio projects, and design-build projects set in the Global South, from India, to South America and across Africa, suggest that there are lessons that can be taught and learnt. These projects, set to help urban and rural societies with infrastructure and technological transfer, also aid the transfer of knowledge back to the participants, related to sustainable futures at different scales - from individual buildings to the district and urban-scales. As we think of the nature of urban areas across the globe, how can we ensure they are sustainable into the future? How can the rapid growth of urban areas in the Global South, often erratic and based on unsustainable practices and principles, seek to avoid the inevitable negative consequences of such growth? Further still, what lessons from the Global South would be useful to cities in the Global North?
Architecture as Environment: perceptions on gender and community as determinants of comfort and energy use in buildings
(Network for Comfort and Energy Use in Buildings, 2011-09-23) Ndibwami, Alex
This paper investigates the extent to which notions of gender and community are expressed and promoted through materiality, spatial quality and passive design as a way to promote comfort and efficient energy use. Generally, comfort and efficient energy use may be achieved as a result of: (i) familiarity and ownership; (ii) beauty, security, safety, privacy, autonomy and interactive spaces, and; (iii) appropriate lighting, ventilation and indoor-outdoor links. Contrary to the biased/myopic sentiments that it is about women–their domestic, political, spiritual and societal role, gender is used as a springboard to promote a more community oriented agenda and consequently how the built environment ought to be shaped in that regard.
Best Practice in Environmental and Sustainable Architecture
(2006) Olweny, Mark R. O.; Sebbowa, Shem
Sustainability as a concept has been around for centuries. Writing by Vitruvius over two millennia ago emphasised the need to harmonise architecture with nature. (Vitruvius 1914) Throughout the ancient world – in Africa the Americas, Asia and Europe – it was possible to find evidence of human adaptations to the influence of the sun. In New Mexico we find cave dwellings - hillside shelters utilising the constant ground temperatures to maintain a satisfactory level of thermal comfort, while in the humid tropics of Indonesia, breeze houses are the norm. In Africa we see variations, from the thick walled huts of Southern Africa – a response to the cool temperate climates of the higher latitudes - to the more breezy huts of central Uganda, while the Bedouin of the Arabian Desert use the simplest of elements – a sheet of cloth - to keep cool or warm in the dessert. These responses enabled our ancestors to survive in climates that were in some cases anything but hospitable. The use of the term ‘Sustainability’ in connection with the built environment is more recent; first arising in a publication entitled “World Conservation Strategy”, published in 1980 by the International Union for the Conservation of Nature (Steele, 2005). It was however not till the publication of a publication “Our Common Future” by the World Commission on Environment and Development in 1987 that the concept of sustainable development truly came to the forefront. Central to the findings of the Commission was the concept of Sustainability, defined as being development “…that meets the needs of the present without compromising the ability of future generations to meet their own needs.” (World Commission on Environment & Development, 1987, p8). Since the publication of “Our Common Future” report, there had been a concerted effort to engage built environment professionals, policy makers and the public in debate to get sustainability and environmentally responsible principles on the table as a worthy discourse. While for the most part the basis for legislation has been put in place - in Uganda the existence of the National Environment Management Authority (NEMA) is testament to this effort - there are still fundamental problems that prevent the implementation of environmental sustainable principles on the ground. Most important is a general lack of awareness of the pertinent issues, and even more significant is the lack of readily available contextual information. Further, with all the institutional instruments in place – at least on paper, the degree of implementation is and will continue to be extremely low. This is partly because of the fact that it is easy to set down rules governing professional activity, but it is an entirely different matter, making people aware of the issues, and in establishing standards of excellence, put simply codes do not motivate people to act. (Collier, 2005). The purpose of this paper is twofold:- Firstly to shed light on the basic concepts of passive solar architecture, environmental design and sustainability in the context of Uganda. This will be taken from the point of view of ethical, sociocultural, professional and technological issues which highlight the complexities of sustainable architecture, but more importantly putting it in the context of the Ugandan situation; Secondly to showcase examples from Uganda where these practices have or are being implemented with existing technology and resources; - Thirdly, it will highlight some pertinent issues that need to be addressed in order to increase the awareness of passive solar architecture and sustainable design in Uganda.
Beyond Rule of Thumb: Kindling Environmental Design Education in East Africa
(The Architectural Science Association (ANZAScA), Australia, 2013) Olweny, Mark R. O.
Acknowledging the importance and relevance of Environ-mental Sustainable Design (ESD) has kindled a shift in contemporary architecture education, with schools of architecture incorporate ESD as components of programmes: in specific course units; as electives; or in some cases transforming entire programmes, placing ESD at the core of architecture curricula. While this would seem to be a positive development, it is evident that this is not always matched with a change in teaching. This paper looks at the use of Rules-of-Thumb in teaching ESD in architecture education, as a possible problem or hindrance to the application of ESD principles in architectural design. The reliance on Rules-of-Thumb as the basis for teaching (and learn-ing) ESD principles fails to recognise developments in the field and associated complexities associated with this. Going beyond the Rules-of-Thumb approach, may be key to engaging students (and fac-ulty) in discourse on ESD as part of architecture education. It could be a basis for exploring context and engaging students in contextual de-sign as a generator of both ideas and information. Through some examples, some of these opportunities will be explored as a way to go beyond Rules-of-Thumb, to stimulate ESD education in East Africa.
Characterising entrants into the University system in Uganda
(Association for Educational Assessment in Africa, 2011) Nshemereirwe, Connie V.
The Inter-University Council of East Africa, together with the National Higher Education Quality Assurance bodies of the East African countries, has been developing a joint quality assurance framework for Higher Education in the region. Among the objectives of this framework is improved student mobility, as well as bridging the gap between disparate educational systems. A key quality concern for Ugandan Higher Education is the validity of the scores from the high stakes Advanced Level examinations, upon which Universities largely base their admission. The study that I will report on is part of a wider PhD study investigating the predictive validity of the A-Level scores of entrants‟ success at University. I will focus on the preliminary study that seeks to characterise the University entrant in terms of their knowledge and skill base as reflected by their A-Level subject combinations and grades. The study was carried out at two public and six private universities in Uganda, and focused on three study programmes: Development Studies, Information Technology and Business Administration. The major outcome of this study is to identify the subjects that University entrants study at A-Level, and their scores in the final examination. This will form a basis for the follow-up study to determine the predictive validity of entry scores with relation to performance at University; this validity is expected to be variable, and my thesis is that it will depend greatly on the specific teaching and examination practices at the entrants‟ previous high schools; the follow-up study will focus on these schools.
Conserving 20th century historic places and buildings of Jinja (Uganda) through environmentally sustainable adaptive reuse
(Universidade da Coruña, 2020) Wako, Anthony Kalimungabo
Conserving 20th Century Historic Places and Buildings of Jinja (Uganda) Through Environmentally Sustainable Adaptive Reuse - Dialnet Ayuda ¿En qué podemos ayudarle? × Buscar en la ayuda Buscar Consultar la ayuda ¿En qué podemos ayudarle? × Buscar en la ayuda Buscar Consultar la ayuda Ir al contenido Dialnet Buscar Revistas Tesis Congresos Ayuda Conserving 20th Century Historic Places and Buildings of Jinja (Uganda) Through Environmentally Sustainable Adaptive Reuse Autores: Anthony Kalimungabo Wako Localización: Planning Post Carbon Cities: 35th PLEA Conference on Passive and Low Energy Architecture, A Coruña, 1st-3rd September 2020: Proceedings / Jorge Rodríguez-Álvarez ( ed. lit. ), Joana Carla Soares Goncalves ( ed. lit. ), Vol. 1, 2020 (Technical Articles), ISBN 978-84-9749-794-7, págs. 480-486 Idioma: inglés Enlaces Texto Completo Volumen …
Embodied energy of the common wood fired brick.
(The Architectural Science Association, 2017) Olweny, Mark R. O.; Ndibwami, Alex; Ahimbisibwe, Achilles
With calls for environmentally conscious building design and construction on the increase across East Africa, the need to better appreciate the environmental credentials of commonly used materials has become a priority.Lack of in‐depth studies of Embodied Energy (EE) and Green House Gas (GHG) emissions related to the construction industry can be attributed to a variety of factors, most notably, the ad hoc nature of the industry in the region. Of interest for this study is the EE of the most commonly used material for domestic construction, the wood fired brick.Manufactured close to sources of heavy clays or laterite soils, these bricks are fired on site in traditional scove kilns, making use of wood fuel to bake the bricks.Regarded as a cheap material and used in virtually all construction, little is known of their structural integrity, embodied energy values or the emissions stemming from the manufacturing process.Through an investigation of a selection of kilns in the central region of Uganda, the manufacturing process of the bricks was tracked and documented, making use of the inputs‐outputs method to determine the EE of the final brick product. The findings of this study suggest relatively high Embodied Energy value for these bricks with a value of 4.26MJ/kg.While burning wood in this case could be considered carbon neutral, the broader impact from Green House Gas emissions as a result of this method of brick manufacture still needs to be explored.This also raises concerns for the potential growth in materials to support the growing demand for housing over the next few decades.
Environmental Sustainable Design and Energy Efficiency in Architecture Education in East Africa
(2013) Olweny, Mark R. O.
The inclusion of Environmental Sustainable Design (ESD) in architectural education is an important paradigmatic shift for contemporary architecture education, in view of growing concerns for Energy Efficiency (EE) and Green House Gas (GHG) emissions attributed to the building industry. Schools of architecture across the world have undertaken to incorporate ESD as components of programmes: in specific course units; as electives; or in some cases transformed entire programmes to place ESD at the core of the curriculum. For architecture schools seeking recognition and validation through the CAA for instance, it is now essential that they demonstrate inclusion, or at the very least show a move towards incorporating ESD into the curriculum. This paper reports on a study carried out on architectural education in East Africa. It took in all schools of architecture in the region: Kenya (Nairobi University & Jomo Kenyatta University of Agriculture and Technology); Rwanda (Kigali Institute of Science and Technology); Tanzania (Ardhi University), and; Uganda (Makerere University & Uganda Martyrs University). The study sought to review the state of architectural education in the region in order to appreciate how architecture education is responding to the contemporary challenges and opportunities related to ESD and EE in the education of architects. With architectural education viewed as a primary conduit for the transmission of architectural culture, how is architecture education in East Africa responding to these challenges and opportunities?
Ethics of a Brick: Ethical Positions in Built Environment Education in Uganda
(School of the Built Environment, University of Nottingham, UK, 2009-09-09) Olweny, Mark R. O.
Architecture has among its goals, to ensure the health, safety and wellbeing of society. It is therefore inevitable that ethical decisions are made in the process making architecture. The perceived value of the product, ‘shelter’ is often, taken for granted – until something goes wrong. It is only then that questions arise about quality of the product, the values of practitioners, and as a matter of course, to discussions about ethical positions forged as part of the education process. Contrary to common belief, ethical positions are not intrinsically inherent in society, but are learned as part of the formal and/or informal education process. As part of the five or six year architecture programme, students are exposed to a multitude of ethical positions, from basic value judgements related to beauty and aesthetics - good and bad; to investigations of historical attempts to portray truth and purity; to the more pragmatic and contemporary issues dealing with context, sustainability and social equality. While we debate the global issues of sustainability, the very essence of the design and construction of buildings comes into question – the brick, the essence of most construction in Uganda, thus becomes a symbol of this discourse. The Brick encapsulates a number of ethical positions, not only ecological and economic aspects of sustainability, but just as important, the social issues completing the triple bottom line. Not only in its physical form, but also as a metaphor, the brick can be viewed as a encapsulating various ethical positions in the educational system. This paper looks at educational context within which architecture education is situated in Uganda, and how this may have an impact on the eventual ethical positions taken by professionals.
Hidden histories: Indian influence on architecture and urbanism across the East African interior
(Centre for Asian and Middle East Architecture, University of Adelaide, 2022-01-01) Wako, Anthony Kalimungabo; Olweny, Mark
In 1896 construction of the Uganda Railway began at the East African port town of Mombasa, in what was then British East Africa, reaching the Lake Victoria- Nyanza terminus of Port Florence (now Kisumu) in 1901. This engineering feat was achieved with the importation of workers from British India, beginning a presence of a vibrant Asian migrant community in the interior of East Africa. They established a vigorous and ingenious Indian community in the interior of East Africa that thrived throughout the twentieth century and its influence today is unassailable. Their enterprising spirit was instrumental to the development of trading centres across the region during the early decades of the twentieth century. The legacy left behind, and ever-present reality of many urban centres, is somewhat invisible in the historical narratives related to architecture and urbanism. Exploring these hidden histories is in recognition of this contribution, a growing appreciation of the multifaceted influences on the built environments across East Africa, and a necessary frame of reference for further explorations of the development and evolution of contemporary architecture across the region. The paper uses Jinja on the northern shore of Lake Victoria-Nyanza as a focus of study. Jinja was home to a large population of ‘Ugandan’ Asians’ during the middle of the twentieth century, contributing to its role as a key transport and industrial hub. Through the tumultuous years toward the end of the century, this contribution remains as a powerful reminder of the contribution of Asian migrants to Uganda. The Asian contribution has largely been side-lined by the domination of European modernism and more recently Middle East commercialism. Through this initial foray and future explorations, we seek to build an understanding of the rich histories within the African triple heritage.
Investigating the architecture of architecture education in Uganda:
(The Architectural Science Association, ANZAScA, 2010) Olweny, Mark R. O.
For all the discourse on the state of architecture education today, little is written about the student experience in architecture schools. With increasing emphasis on Service Quality, Learning Outcomes, and Completion Rates, understanding student motives, and perspectives of professional education is particularly significant. This paper reports on the findings of a research study that gathered views of key stakeholders in architecture education, and is part of a broader study examining architecture education in the context of East Africa and Uganda in particular. The paper presents the findings of Focus Group Discussions held with students at Part I and Part II levels of the architecture programme in Uganda. Of interest, were the perceptions of students in relation to their chosen careers, as well as their experience in the programmes, stemming from anecdotal evidence indicating that a hidden curriculum in programmes presented a significant challenge for students, at times having a negative impact on their learning. While not conclusive at this stage, the initial findings suggest that a lot can be learned from what students reveal about how they relate to their programme of study, and may be valuable in defining a revised approach to architecture education in East Africa.
Joint development of courses for energy efficient and sustainable housing in Africa (JENGA), Uganda
(Architecture and Construction in the Global South, 2016) Tusubira, Y.; Kateega, J.; Kigozi, J
The JENGA project was intended to develop courses for energy efficiency and Sustainable housing in Africa. Uganda Martyrs University (UMU) as one of the partner universities, had over 100 students participating in the program over the past three years. These Students were involved in six major projects through formal course activities, research initiatives, cross cultural site exercises as well as actual construction. These activities enabled the students to exchange knowledge and share ideas on the practice based learning platform for a better understanding of sustainable construction. The project activities included: Poured Earth Wall Construction: This was done with the aim of enhancing students’ appreciation of the different applications of earth construction. The workshop involved a team of students from UMU students from JKUAT and UMU, to construct the complex. The project explored the use of locally sourced materials such as bamboo for structural roof system and door panes, Earth and reeds for thermal insulation. The project also explored various energy efficient and waste management systems. FoBE Display Space: This is part of an ongoing designbuild project where students were tasked to design and eventually construct a Display Space building, offering them hands-on experience through the entirety of a building project. There are three main themes for design-build projects within the JENGA program: flood, stack and slope. This project design and University of Rwanda, College for Sciences and Technology. They constructed four poured earth walls (450mmx1100mmx1000mm) to examine different aspects of batch, moisture retention and resistance; as well as test the structural strength by crushing cube samples. Skills Centre Nairobi: This was a hands on construction exercise initiated by the University of Applied Sciences Augsburg, German in collaboration with Promoting Africa, to construct a Skills Centre complex for the youth of Mathare Valley. Mathare is the second largest slum in Nairobi and this Skills Centre was intended to offer opportunities to develop marketable craftsman skills to improve employability of the community residents who might have missed formal learning opportunities. Engineering students from the University of Applied Sciences Augsburg partnered with architecture responds to ‘slope’ as is with the topographic nature of the site. Students have thus far been engaged in the design phase and site preparation. Promotion of Eco Friendly Construction Technologies for Informal Settlements: This exercise engaged students in the making of garbage banks using Interlocking Stabilised Soil Blocks (ISSB) in Namuwongo, a suburban informal settlement community in Kampala. This was done with an aim of providing a cost-effective waste management alternative with eco-friendly construction technology. With this, the students got well versed with ISSB technology, its production, construction and cost related implications.
Learning in architecture: Students’ perceptions of the architecture studio
(2013) Tumusiime, Harriet
In architecture education, the design studio has long been regarded as the centre of teaching and learning. As a learning environment, the studio is the physical site for learning and teaching, where active interaction between students as well as with faculty takes place. The studio is where the enculturation of students into the profession occurs, and where students undergo a transformation that influences the way they relate to the built environment, to their peers, and to their tutors. While the studio environment has been promoted as an ideal educational setting (Boyer & Mitgang, 1996; Schon, 1987), few studies touch on the physical environment of the studio and the associated social dynamics that result from the point of view of architecture students. (Ahrentzen & Anthony, 1993; Groat & Ahrentzen, 1996; Boyer & Mitgang, 1996; Wallis et.al, 2010.) This paper reports on a qualitative study undertaken on the nature of the design studio in two architecture schools in Uganda. The study was carried out to gain students’ perspectives and opinions about their experiences of the studio as a learning environment and its impact on their learning in architecture education. The significance of the study is based on the discourse about newly defined educational expectations of learning environments that has resulted from a global transition towards the design of more effective learning spaces. This is further illustrated by the (a) learning outcomes needed to meet the changing roles and responsibilities of architects; (b) features of the physical environment that enhance learning processes; (c) the rarity of writings about architectural education and learning environments in East Africa.
Listen without prejudice: The design studio as a discursive environment (or) Helping students learn in architecture education
(Association of Collegiate Schools of Architecture (ACSA), 2020-03) Olweny, Mark R. O.
Learning how to learn is an essential part of architectural education, but relies on the confluence of a number of elements: effective teaching, knowledge construction, and active engagement with new knowledge in the design studio. It is here that collaboration between learners and educators is fostered, through socialization processes embedded in this discursive environment. Challenges in ensuring constructive engagement are twofold: for students, coming into architectural education means having to adopt new learning approaches, and adapt to teaching methods and styles they were previously unaware of; while also having to engage with instructors, whose approach to teaching are at times ritualized, making use of methods and techniques largely derived from prior experiences as students. This can create an environment that runs counter to the discursive learning environment that we believe the studio to be, and hindering effective learning. How then can architectural education help students develop valuable learning skills, as a core element architectural education? This paper takes the position that listen to students and appreciating their needs is fundamental in aiding their transition into and through architectural education. Listening without prejudice, not being judgemental, and opening ourselves as instructors to further learning forms a key element in helping student learn. Appreciating that any discursive engagement is two-way, therefore allowing the voice of students to emerge is crucial in building not only their confidence, but generating dialogue as a core element of collaboration and sharing. The paper discusses activities undertaken in a school of architecture in East Africa, formulated to allow for discourse in a context where such engagements are not traditionally part of education; a challenge for architectural education whose signature pedagogical approach is premised on the ability to have open discussions. These activities were geared to improve interactions within the design studio, not only between students and instructors, but amongst students, helping dispelling some of the myths embedded in architectural education, and uncloaking the black box of architectural education for instructors and students alike, and improving the quality of teaching and learning in the process.
Lost opportunities and emerging possibilities: the place for collaboration in the built environment
(2012-06-27) Ndibwami, Alex
This paper is part of an ongoing study that delves into the issues that inspire and/or inhibit collaboration between built environment practitioners in Uganda. It is situated in the context of discourse on the roles of architects and other built environment professionals in contemporary global practice. The bigger questions are perhaps when to, how to, with whom to and why even collaborate? The main aim of the paper is to discuss the level and extent of collaboration in architecture practice in Uganda. This discussion has been informed by the review of existing literature on the subject, previous and on-going projects, and preliminary analyses of surveys of the architecture fraternity in Uganda. The paper reaffirms two things: (i) the need for a well collaborated view of the built environment and architecture’s role in this regard; and (ii) the opportunities in collaboration that architecture practice in Uganda ought to seize in order to realise socially responsive and environmentally friendly architecture.
Rural (low income) housing: inspiring communities to shape their future: Paper presented at PLEA 2015 Conference
(PLEA, 2015) Ahimbisibwe, Achilles; Ndibwami, Alex; Niwamara, T
This paper details patterns of energy consumption for domestic buildings in urban areas of Uganda. The paper shows the range of energy sources employed by households, the level of consumption of energy, as well as common appliances and equipment in use. The findings suggest strong demand for energy, but largely from solid fuel sources with most households making use of firewood or charcoal for cooking. While currently low by world standards, electrical energy use was largely for lighting and entertainment. Efforts at increasing access to electricity to reduce pressures on dwindling forest resources, although a noble goal, has significant challenges, linked to limited and erratic availability of electricity, approaches to building design, as well as lifestyle transformations that contribute to a growth in energy demand. The study itself contributes to discourse on energy use and energy efficiency in buildings, filling the gap in the availability of information and geared to informing future policy and interventions.
Socialisation in Architecture Education
(2013) Olweny, Mark R. O.
Architecture education is an engaging process; long hours in the design studio, a high level of one-on-one instruction, and intense peer review. The process, which extends over the years of formal education, is instrumental in the transformation of students into architects. This transformation, or more appropriately ‘socialisation’, defined by Bragg as “… that process by which individuals acquire the values, attitudes, norms, knowledge, and skills needed to perform their roles acceptably in the group or groups in which they are, or seek to be, members.”1 Through this process, in addition to garnering the knowledge and skills required of them (explicit curriculum), students are initiated into the [cultural] norms of the profession; norms that are not explicitly stated in the curriculum, but are nevertheless important for anyone seeking to participate as a member of the profession (implicit curriculum). With architecture education having no defined pedagogy, no specific curriculum and no instructional manual, it can be hypothesised that the implicit aspects of architecture education may be significantly influential in the transformation of students into architects. This paper presents on some of the findings of a study that investigated the nature of socialisation within architecture education in East Africa. The lack of any significant research on architecture education in the region, necessitated a broad based study, undertaken through a mixed methods approach, including: a review of published information on the programmes; visits to schools of architecture, to conduct interviews with students and faculty; a review of validation documents (where available); and, Focus Group Discussions (FGDs) through which qualitative data could be gathered, providing descriptive experiences of participants. The findings of the FGDs are the focus of the current paper.
Socialisation:a perilous transition from novice to architect
(Architectural Education Otherwhere, 2014-08-06) Olweny, Mark R. O.
Architectural education includes both formal and informal learning components, instrumental in the transformation of novices into architects. The informal component incorporates tacit aspects of education that can’t be readily quantified, and thus are often taken for granted (Stevens, 1998). These aspects include: clothing worn, language used, and criteria employed in assessment and judgement of quality, geared to preparing individuals for a particular profession (Coleman, 2010; Strickfaden and Heylighen, 2010). This transformation is otherwise known as socialisation, defined by Bragg, 1976: 6) as “… that process by which individuals acquire the values, attitudes, norms, knowledge, and skills needed to perform their roles acceptably in the group or groups in which they are, or seek to be, members.” Socialisation incorporates aspects of the curriculum that cannot be conveyed or garnered through books or lectures, but garnered through experience and immersion in aspects of professional education, that are ‘caught’ rather than ‘taught’. For Stevens (1998: 196), socialisation is “… an integral part of architectural education,” where the cultural aspects of the profession are “… slowly absorbed from those who are already cultivated.” This provides a historic link to the origins of the profession, and a “… sense of kinship with centuries of traditions, thoughts, and personalities […] the true tie that binds those who practice architecture with those who teach it and study it.” (Boyer and Mitgang, 1996: 4) Here, architectural Education is thus intimately tied to place, and society, with the resultant socialisation, influential on the way architecture students learn to think and act.
A study of thermal comfort and thermal preferences in the upland tropical climate of Uganda, Proceedings of 9th Windsor Conference: Making Comfort Relevant, Cumberland Lodge
(Windsor, 2016) Olweny, Mark R. O.; Mugagga, L.L; Nedala, T
Upland tropical climates, are often regarded as ‘benign’, but are of increasing concern, particularly with regard to thermal comfort in the context of climate change induced thermal comfort of university students in the central region of Uganda. The study was undertaken in two parts: the initial phase (reported in this paper), looking at thermal comfort in student’s accommodation, and the second in teaching spaces, both carried out during the dry (hot) season. temperature rises. Further, in light of increased economic prosperity and associated lifestyle changes, that suggest a trend toward the use of mechanical ventilation and air-conditioning equipment, Thermal comfort parameters collected include: Temperature, and Relative Humidity, as well as personal adaptations such as clo and Met. Questionnaires were used to garner student’s perceptions and acceptability of their thermal environment and other subjective measures. The how people perceive, respond and adapt to climatic conditions emerges as an area of interest in these regions. This paper reports the findings of an ongoing study investigating findings of this study indicate a neutral temperature of 26.8°C derived using the Griffiths method. The wide range of comfort votes suggest varied preferences and adaptations for this upland tropical climate and the complexities related to thermal comfort in naturally ventilated building

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