A.4A Dr. Mark Olweny's Lecture

Integrating Sustainability and Environmental Design in an African Architecture Curriculum:

The Case of Uganda

Mark R.O. Olweny

Summary

Case Study: Uganda Martyrs University

Problem: Most Ugandans lack access to reliable electricity, yet buildings remain highly energy-inefficient. Focus on aesthetics over sustainability, with environmental design seen as an “extra.” Students memorize rather than critically engage with sustainability concepts.

Solution: Sustainability integrated into every design studio. New program (B.Envi.Des.) replaces outdated coursework. Students work on real-world, site-specific projects, applying environmental design principles.

Ugandan architecture faces significant sustainability challenges, with energy-inefficient buildings and an education system that treats environmental design as an afterthought. The Uganda Martyrs University reformed its curriculum by integrating sustainability into the design studio, replacing rote learning with hands-on, inquiry-based approaches through the Bachelor of Environmental Design (B.Envi.Des.) program. This was meant to encourage students to approach sustainability as a core design principle rather than an optional feature. Despite challenges such as faculty inexperience and student resistance, the new curriculum has improved student engagement, collaboration, and the practical application of sustainable design. In the future, continued faculty training and curriculum evolution are needed to ensure that future Ugandan architects have a better foundation in environmentally responsible design.

Questions

1. How has the integration of sustainability into the curriculum at Uganda Martyrs University evolved since the implementation of the Bachelor of Environmental Design (B.Envi.Des.) program?

2. What methods have proven most effective in shifting student mindsets toward critical thinking and problem-solving in sustainable architecture?

3. How do you assess whether students are effectively integrating sustainability principles into their design work, and what criteria do you use to measure success?

   
   

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Points of Interest From Lecture

1. "It's a Slow Process"...................................................................................................................

   1. During a personal conversation with Dr. Olweny, he talked about how the integration of the Bachelor of Environmental Design program at Uganda Martyrs University has been moving slowly. He mentioned that not many students have enrolled so far, even though a few have graduated, and that getting faculty fully on board has been another challenge. Still, he described it as a "slow process," but one that’s worth it in the end. This really stuck with me because I tend to be impatient, especially when it comes to my own design work. His words serve as an important reminder that meaningful and impactful work often requires patience, persistence, and time to grow. It’s a reminder I want to keep in mind as I continue to grow as a designer.

2. Tackling Difficult Questions.................................................................................................

   1. Dr. Olweny discussed how architecture engages with uncomfortable discussions. He states that asking these questions are important if we are to adequately respond and engage with the unknown future. He says that this is the "reality of architecture."This point resonated with me because, as designers, our work ultimately serves people. What is often accepted as the "norm" in design may not always be beneficial, and in some cases, may even be detrimental. This highlights the need to critically examine conventional design practices and challenge those that fail to meaningfully support the well-being of users. I will carry this concept forward in my thesis project, keeping Dr. Olweny's words as a reminder to question the status quo and prioritize the well-being of the broader community. This requires thoughtful decision-making at every stage, ensuring that each choice aligns with the ultimate goal of creating meaningful, user-centered design.

3. "Education is about Values"....................................................................................................

   1. Dr. Olweny also emphasized that education is fundamentally about values and that our designs serve as a direct expression of those values. He expanded on this idea by stating that architectural education is not just about developing technical skills, but about cultivating design prowess, ethical foundations, and a growing influence in transformative and decolonizing processes within both education and society. This perspective reinforces the idea that architecture is never neutral, every design decision reflects a set of values that shape the built environment and, ultimately, the communities that inhabit it. As designers, we have a responsibility to challenge norms and contribute to broader societal change through our work. As stated before, this made me reflect on what values I want to carry forward in my own design process and how I want my work to have a positive impact on the people and communities I’m designing for. It’s something I want to be more mindful of, especially as I move forward in my thesis project.