Fore Solutions’ Mike Pulaski, Project Manager, and Gunnar Hubbard, Principal, are co-teaching a course on “Thermal Environmental Systems” this fall at Cornell University’s School of Architecture. Below, Mike Pulaski shares his experience of teaching about the concepts that guide his work as a green building consultant.
What are students learning in your class and what is the hopeful outcome?
This class, comprised of 80 undergraduates and graduate students, is about the principles and concepts of sustainable building and how to do analysis to inform design decisions. Topics include Solar Energy, Biomimicry, and Working With Engineers, as well as more traditional environmental systems topics like Thermal Modeling and Energy Processes. We hope to get the point across that sustainability isn’t something that should be tacked onto the end of building projects, but rather woven into the building form, function, and aesthetics that are addressed at the very beginning.
What will be some of the highlights of the class exercises?
The students will do a climate analysis of a site as well as a solar thermal analysis using Ecotect to guide decisions about passive heating and cooling strategies. They will use a data logger to capture information on temperature, humidity, and light levels in the context of space to understand how well a space is providing comfort and lighting quality over the course of the day. How we are teaching the course is a highlight. Instead of being talking heads with Power Point slides, we are encouraging discussion, journaling, blogging and other participatory learning activities.
What topic within the course are you most excited to teach?
I was very excited to teach the class on integrative design. Unfortunately, on the day of this lecture Ithaca experienced severe flooding and class was cancelled. It turned into an opportunity for me to ask the students to do some reading and analysis via cyberspace, and I’m looking forward to reading their written responses this week.
Your work typically requires you to manage building projects in your role of a green building consultant. How is this teaching opportunity improving your “normal” job?
I feel that there is no better way to become better at what you do than to teach about what you do, which requires you to understand the material in depth. I use the concepts every day in my work, but details can get forgotten or overlooked. This class requires me to take a good look at the details.
And how are you bringing what you do on a daily basis into the class for the benefit of the students?
We bring a lot of examples into the class as case studies to inform theoretical knowledge with a grounding in practice. For instance, we will use a lot of examples from our work as Owner’s Sustainability Representative to the Coastal Maine Botanical Gardens on the LEED Platinum Bosarge Family Education Center project. This is a good example of the Integrative Design Process, as we were heavily involved in this project and influential in early decision-making.
The students are super excited to have practitioners teaching the course and hear first hand stories about how these principles are applied in real world projects.
What are your personal goals for teaching this course?
Getting this opportunity to teach is definitely exciting for me and is a nice change of pace. Teaching at a college level is intensive and challenging, but I get to influence the next generation of architects and excite them about sustainable design. Even though the course is a requirement for all architecture students, many of them have already stated in their journals that they want to go into the field of green design.
Mike Pulaski, Ph.D, LEED AP BD+C is currently managing green building projects at Husson University, the University of Massachusetts, and at other institutions. He was interviewed on September 9, 2011.