Submissions

We invite faculty, practitioners, content experts, and students to submit work that demonstrates how research innovates education, how practice can spur research, and how exemplary lessons and activities will inspire future stewards to shape zero net carbon buildings and communities. Submissions and reviews  will be made through this website: https://www.conftool.org/2019-reynoldssymposium/

Selection of papers will be based on a two-stage, blind peer-review process: Phase 1: Abstract review; Phase 2: full-paper review.  Authors of selected abstracts will be invited to submit full papers for peer-review. Abstracts not accepted for full paper submission may be invited to submit posters. Abstracts are limited to 300 words and may include supporting graphics. Paper presentations will be traditional (15-20 min) or a lightning presentation (20 slides shown for 20 seconds each; 6 minutes and 40 seconds in total, PechaKucha timing). Additionally, selected papers presented at the symposium will be invited for publication in an edited book or journal.

Posters will be exhibited through the duration of the symposium, with a designated Q&A period with the authors.  Authors of selected peer-reviewed abstracts will be invited to submit a poster to be exhibited in the symposium.

The symposium seeks innovative and effective lessons with a particular interest in the following topics:

Topic 1:  Design Integration
Sustainable or regenerative design strategies require the tight integration of technical and scientific knowledge about energy, materials, and water into the design process to iteratively approach high-performance design goals. Are new curricular structures emerging which address the shift in NAAB from comprehensive to integrative design-related education? Calling for innovative pedagogy or professional practice, this theme surveys the current integrative studio design pedagogy by asking the following questions:

  • How is the integration of energy modeling, daylight simulation, and/or occupant behavior progressing towards integrative design pedagogy?
  • Are new pedagogical approaches emerging to integrate water conservation and waste management systems into the design process?
  • What are the new models of interdisciplinary education between architecture and engineering disciplines or landscape architecture and urban design in this regard?

Topic 2:  Design with (a Changing) Climate
In Design with Climate: Bioclimatic Approach to Architectural Regionalism, Victor Olgyay describes designing a “climate balanced” building that would provide for comfort while minimizing the need for mechanical systems. Olgyay’s bioclimatic approach heavily influenced the passive solar building movement, was incorporated into energy modeling software and became a cornerstone of building science education. However, the rapid advancement of climate change requires us to rethink applying Olgyay’s methodology. This theme asks:

  • How does designing with climate need to shift to address a rapid change in climate?
  • How does the content and pedagogy of a studio shift to integrate issues of climate-related equity, vulnerability, and adaptation in addition to traditional integration of building systems?
  • How do design studios accurately convey and address metrics of passive and/or active design?

Topic 3: Digital Approaches to Design Education
Digital tools and methods have transformed design education, research, and practice over the last several decades. Tools and methods such as computer-aided design software, parametric modeling plug-ins, 3D printers, and immersive virtual and augmented reality, have changed the way buildings are designed. At the same time, the race to master, expand, and integrate new tools places constant pressure on the integration of new pedagogical approaches and can run the risk of valuing digital proficiency over design ability. To this end, this theme asks:

  • How do analog and digital methods reinforce one another to create better architecture?
  • How can digital tools allow us to engage in sustainable design education in new ways?
  • With so many different approaches and methods, what defines digital design education?

Topic 4: Education in Practice, Practice in Education
Design practice, research organizations, and continuing education providers often serve as an extension of architectural education that includes activities such as mentoring, research, testing of ideas, learning about new materials and innovative technologies. With the urgency to address global climate targets, this theme delves into the educational practices that organizations use beyond lunchtime training and what influence non-traditional educational roles might have on addressing the following questions:

  • How does your firm structure disciplines within a team – in-house? Hire outside consultants?
  • What kinds of tools and experiential learning are most effective in your practice? What strategies and tools has your organization fostered collaboration?
  • How does your organization educate its own (in -staff in-house or in the field) to address the climate challenges of the future?

Abstracts
Abstracts are limited to a maximum of 300 words and can include one-page of supporting graphics. For submission at the following link:

Full Paper
The full paper length may be 8–10 pages, including all figures, tables, captions; references (only) can be outside of this page limit.

2019_Reynolds_Symposium_Full_Paper_Template

Please upload at:

https://www.conftool.org/2019-reynoldssymposium/

Posters
Selected abstracts will be invited to submit a poster to be exhibited in the symposium.

  2019 Reynolds Symposium Poster_Template

Please upload at:

https://www.conftool.org/2019-reynoldssymposium/

Important Dates:

January 1, 2019: Calls for Abstracts
January 1, 2019: Registration Opens
March 4, 2019: Abstract deadline [11:59 pm PST]
March 30, 2019: Abstract acceptance decision
June 30, 2019: Full paper/poster deadline [4:59 pm PST]
July 22, 2019: Notification of paper/poster acceptance, with comments
August 15, 2019: Final paper(s)/poster(s) deadline
August 30, 2019: Early registration extended to September 6 
October 4, 2019: Registration closes (no refunds after this date)
October 18–19, 2019: Symposium
October 20, 2019: Tour: Oregon Zoo Education Center, 2019 AIA COTE Top Ten Award, 9:30-11:00 am
Eventbrite registration for free tickets to reserve your space