In the pursuit of greener living, design and engineering are the cornerstones of creating sustainable, functional, and human-centred spaces. At the National University of Singapore (NUS), Associate Professor Stephen Tay, from the Department of the Built Environment, is leading the way by educating future professionals on how to integrate green innovation into the built environment.
In this “Let’s Go Talk” feature, Associate Professor Tay shares insights into how design and engineering contribute to sustainable spaces, the importance of green education, and how students can play a pivotal role in shaping a more sustainable world.
Q: How can design and engineering play a part in making our living environment green?
Greener living environments and spaces are mostly the result of design and engineering. For example, the building we are currently in. Although they are sometimes overlooked, certain engineering and design components are smoothly incorporated into the structure and are crucial to sustainability.
From a design perspective, considerations such as selecting the right colour palette can contribute to energy efficiency and comfort. On the engineering side, it’s about strengthening materials and ensuring they are properly integrated and optimised for durability and performance.
This collaboration between design and engineering shows how the two fields may cooperate to produce green, sustainable structures that are practical, effective, and pleasurable to live in.
Q: What are the common misconceptions when it comes to pursuing an education in green buildings?
Students frequently think that exploring green buildings is a bland and uninteresting subject. That being said, this is completely untrue.
Engaging subjects like health and well-being, integrating greenery, and methods for integrating sustainability from the design phase are all part of green building education. Students have the chance to engage in worthwhile initiatives and develop fulfilling careers in this vibrant and interesting profession.
Q: What is one thing about the built environment that you feel your students need to learn?
One thing I hope my students learn is the profound impact buildings have on people and society. I’m reminded of the quote, “We shape our buildings, and thereafter, our buildings shape us.” A building is more than just a structure—it can become a landmark, interacting with and influencing communities, including the students themselves, their families, and even people beyond their social circles.
When engaging in a green building project, students should understand that it’s designed to last and make a meaningful impact. This includes considering its carbon footprint—such as the operational and embodied carbon from construction and usage and how it ties into climate change conversations. Equally important is fostering social and community engagement, as there’s often a disconnect between a building and its surrounding community. Bridging this gap is key to creating sustainable and inclusive spaces.
Q: What are the educational pathways for students interested in becoming green building professionals?
There are several courses of study available to students who want to work in the green building sector. For example, all students are required to take a Year One course that we provide. Through a partnership with the Singapore Green Building Council (SGBC), students who successfully complete this course are awarded the Green Mark Associate accreditation. Students who earn this certification will be prepared to participate actively in the green building sector once they enter the workforce.
Graduates have options for careers outside more conventional positions like project managers, facilities managers, and quantity surveyors. Because green building initiatives involve a wide range of stakeholders from several industries, they can also help in areas like green financing. This demonstrates the wide and fulfilling range of employment options available in the green construction industry.
Q: What is your approach to educating students on the built environment and green buildings?
At NUS, education is a key pillar we focus on to provide meaningful and fulfilling experiences for our undergraduates.
I take a different approach when it comes to educating about green buildings. Students are encouraged to actively ask questions and look for answers on their own. In my role as a facilitator, it is my responsibility to lead them on this path of investigation and learning, assisting them in formulating significant queries and critical solutions.
Both the students and we as teachers feel a sense of accomplishment when they get the answers they’ve been looking for. Through this approach, one develops critical thinking skills, curiosity, and a greater comprehension of green building principles.
Q: Why do you think careers and education in the built environment and sustainability are highly sought after?
It’s quite interesting because, based on informal surveys and discussions with students, we’ve observed a strong passion for sustainability topics. Many students express a deep desire to “save the world,” but often they’re unsure where to start or how to go about it.
It’s not uncommon to hear students say, “I want to save the world,” but when asked how, their response is simply, “I don’t know, but I just want to make a difference.” This highlights their enthusiasm but also the need for guidance.
Our role as educators is to help channel this passion into actionable pathways. By providing targeted courses and structured opportunities, we can equip students with the knowledge and skills they need to pursue meaningful careers in sustainability and green building.
Q: What emerging trends are coming up in the built environment sector?
I see a growing trend in the way we interact with building residents. Even though it may not be a technology in and of itself, this strategy has a big influence on sustainability.
Sometimes the most cutting-edge technologies can be installed, but the effectiveness of the results will be reduced if residents don’t use or accept them. For example, installing energy-efficient lighting won’t fully utilise the technology if consumers leave it on all day.
It is important to educate people about the technologies and make sure they are inspired to utilise them. The results are much more significant and long-lasting when we integrate efficient technology with occupant interaction.
Q: What is a good example of a very sustainable building?
SDE 4 on the NUS campus is an example of a very sustainable structure. From the beginning of its construction, this structure is a remarkable illustration of careful planning and design.
The accomplishment of net-zero energy status and, subsequently, positive energy-building certification is what sets SDE 4 apart. These achievements show that such lofty sustainability goals are achievable with industry-wide coordination. It is proof of what can be achieved when engineering, design, and teamwork all work together harmoniously.
Q: How can design and engineering play a part in making spaces green?
In my opinion, engineering and design each have distinct but equally significant responsibilities to play in the development of green buildings.
Consider SDE 4 as an example. The foundations and technical aspects required during the planning stage are just as important to the building’s design as how it interacts with and serves its occupants. These components all come together to form a building that is sustainable and practical.
A good analogy would be the sun and the moon; both distinct and unique, yet they work in harmony to regulate life on Earth. Similarly, engineering and design must collaborate to create a successful green building.
