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David Glew
Professor David Glew is the Head of Energy Efficiency and Policy in the Leeds Sustainability Institute, based at Leeds Beckett University, where he undertakes research into the sustainability of the built environment.
He has special interest in the embodied and operational energy use of buildings, improving building performance evaluation tools and models and investigating how behaviour change can address issues including indoor air quality, thermal comfort, the performance gap and achieving zero carbon living.
His recent research projects have evaluated the energy performance and risks associated with domestic retrofits and investigated the robustness of building energy models and thermal simulations.
Latest Commentaries
Two Key Messages for COP31
Space Heating & Cooling in NDCs 4.0: Nationally Determined Constributions (NDCs) are at the heart of the UNFCCC Paris Agreement. NDCs embody each country's efforts to reduce their emissions and adapt to the impacts of climate change. So it is essential to include the building stock (particularly space heating and cooling) in the next NDCs.
Realistic Retrofit: Residential buildings are major users of energy and emitters of CO2. What constitutes realistic retrofit? Affordable, practical low-carbon policies for homes are described for both the Global North and Global South.
Thomas Lützkendorf and Nick Eyre send their messages to COP31: prioritise the building stock in NDCs and implement policies for practical retrofit. Watch their videos - for links to the videos click on "More" below:
Practitioners’ Views of POE
Post-occupancy evaluation (POE) is widely valued but weakly embedded in practice. Ant Marsh, Kate van Someren, Lara Clarke and Tom Randall (Arup Building Performance and Commissioning Services) explain the findings from a survey and focus groups with UK construction industry practitioners. They identified fragmented responsibility, split commercial incentives and a persistent fear of “bad news”. Making POE routine requires a shift from producing reports to a focus on improving outcomes by owning and acting on learning.