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The purpose of this paper is to focus on the way to achieve the sustainable development goals (SDGs). Through the introduction and learning of a specific case, this paper summarizes the specific process of green campus’s development and construction and directly discusses how to achieve the goal of sustainable development. By analyzing the achievements and measures of its construction, on the one hand, the experience and shortcomings of its green campus construction are summarized; on the other hand, the impact of Stanford’s own green campus construction on the local community is discussed.

This paper takes Stanford, one of the best green campuses assessed by sustainability tracking, assessment and rating system (STARS), as a case study in three steps. First, it introduces the academics, energy supply and demand, water and land, waste, management, food and living, buildings and transportation of its campus construction in detail; second, it uses the STARS to make a comprehensive sustainable evaluation of Stanford; finally, it discusses the development relationship between Stanford and local community.

The four characteristics of its green campus development model are summarized, namely, based on its own scientific research; from the aspect of environmental friendliness; to achieve joint participation; and forming complementary development with the community. The construction of green campus has changed from a single triangle framework composed of SDGs, STARS and universities to a compound triangle framework composed of SDGs, universities and communities on the existing basis, greatly expanding the way to realize SDGs.

This development mode will have direct guiding significance for the sustainable construction of other campuses.

This paper also discusses the development concept from green campus to sustainable community to provide positive reference to achieve the global SDGs from the perspective of colleges and universities.

According to the historical track of its development, this paper combines the two (SDGs and green campus) to discuss by using campus construction as an effective way to achieve the SDGs. On the basis of literature research and case study, STARS sustainable assessment is introduced. This will lead to quantitative analysis of sustainable construction in the discussion of the specific case, judging the specific sustainable degree of all aspects of campus construction, to provide a scientific basis for summarizing its characteristics of development mode.

This study is about the expression of sketches in Steven Holl's architectural works. Holl shares his architectural ideas as watercolors with his staff, and he has established an original notational expression for the design process. This study investigates the elements of sketches as a notation method and examines the timeline changes.

Classification will be conducted using KJ method (Kawakita Jiro method), a method for organizing information developed by the Japanese cultural anthropologist Kawakita Jiro. Using the KJ method, this study compiled a list as a table about the pictures, letters, etc. in the sketches and grouped them together in the same attributes. The attributes that were grouped together were identified as elements of the sketches.

As a result, in the early 1970s, Holl used only line drawings for sketches, but since the 1980s, watercolor sketches have been increasingly used. Extracting the elements of sketches, it can divide them into drawing and describing expressions and classify them into three main types of pictorial expressions: Overview, Plan and Concept.

This study has shown that the closer the sketches were to the present, the more they combined elements of a more complex sketch with letters and symbols as well as pictorial expressions. This is the first study to investigate about sketch representations established as notations by Steven Holl. This study identified the elements that make the architectural concept visible through sketches.