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Between Design And Digital: Bridging The Gaps In Architectural Education, Shelby Doyle, Nick Senske Jan 2016

Between Design And Digital: Bridging The Gaps In Architectural Education, Shelby Doyle, Nick Senske

Architecture Conference Proceedings and Presentations

Developing technologies, such as computational design and digital fabrication, are transforming the design and construction of contemporary architecture. Today, architecture schools are tasked with introducing digital technologies as they are changing, creating an opportunity to develop innovative curricula and democratize access to these skills. However, the understanding of how to teach digital technology as an essential design skill has not kept pace with these rapid changes. Design education and digital technology education continue to be seen as separate loci of learning, separated by pedagogical gaps and teaching mindsets.


Community Partnership As A Foundation For Scholarship, Pedagogy, And Research—An Interactive Session, Nadia Anderson, Carl A. Rogers, Lynn Paxson, Kristin Nelson, Courtney Long, Julia Badenhope May 2014

Community Partnership As A Foundation For Scholarship, Pedagogy, And Research—An Interactive Session, Nadia Anderson, Carl A. Rogers, Lynn Paxson, Kristin Nelson, Courtney Long, Julia Badenhope

Architecture Conference Proceedings and Presentations

In Good Deeds Good Design, Roberta Feldman states that empowering community design facilitates effective, informed decision-making by “people who have traditionally had minimal say” (Feldman, 2003, 110). Doing this requires designers to consider communities as partners rather than clients and see their work as a collective endeavor rather than a professional gift. At Iowa State University, faculty in multiple departments are using partnership-based outreach methods to generate disciplinary and trans-disciplinary projects engaging studio teaching, research, and scholarship. Critical to these projects is the idea that partnership inverts the traditional power relationship between designers and underserved communities by valuing local knowledge ...


Partner – Translate – Impact: A Method For Public Interest Design In Architectural Education, Nadia M. Anderson Apr 2014

Partner – Translate – Impact: A Method For Public Interest Design In Architectural Education, Nadia M. Anderson

Architecture Conference Proceedings and Presentations

Global financial systems, increased human mobility, and climate change are contemporary forces creating historic disparities between rich and poor, increased rural-to-urban migration, and frequent natural disasters. These conditions demand that architecture rethink its relationship with natural and built environments and the people who occupy them.


Brick By Brick: Improved Outcomes Through Linked Learning Objectives In Beginning Technology Labs, Kris Nelson, Rob Whitehead Jan 2014

Brick By Brick: Improved Outcomes Through Linked Learning Objectives In Beginning Technology Labs, Kris Nelson, Rob Whitehead

Architecture Conference Proceedings and Presentations

The practice of designing high-performing, technically proficient buildings in an integrated manner has increased in importance (and frequency) in step with elevated expectations for measurable building performance standards. However, traditional pedagogical models for building technology education have done little to adjust in response relying instead upon outdated modes for the classroom structure, content, and teaching methods.


Informal Education: Haiti 2010, Nadia M. Anderson Mar 2011

Informal Education: Haiti 2010, Nadia M. Anderson

Architecture Conference Proceedings and Presentations

In the film Citizen Architect, Cameron Sinclair states that “the reality check is that the world is not gonna look like Dubai, it’s gonna look like Lagos, Nigeria,” thus beginning a discussion of how the growing social, economic, and environmental ineq- uities of the contemporary world are exacerbated by the inward-looking focus of much architectural education and practice.1 My stance is that educa- tors and practitioners need to engage this world and learn from it, bringing us and our students into direct contact with systems that are flexible, im- provisational, and materially creative.


Post-Mortem: Eight Years Of Comprehensive Design Experiments And What Comes Next, Matthew W. Fisher, Thomas W. Leslie, Gregory S. Palermo Jan 2009

Post-Mortem: Eight Years Of Comprehensive Design Experiments And What Comes Next, Matthew W. Fisher, Thomas W. Leslie, Gregory S. Palermo

Architecture Conference Proceedings and Presentations

This paper documents the eight-year evolution of the Department of Architecture’s Comprehensive Design program at Iowa State University. Since its initial offering in 2001, we have attempted to deliver the NAAB requirement in a broad, holistic context, incorporating not only the required technical aspects of studio work, but also an urban, civic agenda and an emphasis on human, public space. The result has been a studio that is seen by the department and by partners in the profession as a model for integrative, collaborative work, and we offer techniques and suggestions for other programs with evolving Comprehensive studios.