An Integrative Curriculum In Architectural Engineering Technology

Abstract

In an effort to improve the Architectural Engineering Technology curriculum at the University of Hartford, educators and practitioners are working in collaboration. As design professionals, we are approaching the challenges of an integrative curriculum as we would an architectural design project. The goals of the 'new' design curriculum are to improve student learning through effective implementation of practice. The curriculum promotes critical thinking, problem solving skills, and creativity. Realistic issues are integrated into the design studios -real programs, real sites, cost estimating, and scheduling. We are integrating 'the basics'architectural history, architectural theory, drawing, and technical courses (such as structures and environmental systems) with design. In the design studio courses, we are attempting to find balance and connection, and increase the awareness of the interrelationships between these areas of study for the students. Faculty, practitioners, and students know that learning in a compartmental fashion has never been that successful. We look towards this new integrative design studio approach as a better way to prepare our students for the demands of professional life. I. Issues in Architectural EducationThroughout history, what has distinguished 'architecture' from the mere building of buildings is the insight and skill to blend the useful with the timeless, the technically sound, with the beautiful. The challenge that has always faced both the academy and the profession has been discovering the right balance of Vitruvius' ancient ideals, Firmness, Commodity, and Delight. That challenge continues today. 1 In his "The State of the Profession" report, Hugh Hochberg of the Coxe Group, Inc. recognized the challenges presented to the architectural profession. Hochberg challenged the academy to help students understand more about the real world in which they will be practicing (while also recognizing that with some of their skills they may help shape it differently). 2The Carnegie report on "Building Community: A New Future for Architecture Education and Practice" (1996) by the late Ernest L. Boyer and Lee D. Mitgang is a comprehensive report on the state of Architectural education with goals for improvement. The report criticized architecture programs for lack of integration of the curriculum. Boyer noted, that many design studios seem not to be living up to their expectations. 3

Using Conceptual Cost Estimating as a Constraint and Tool in Design Curriculum

“…Davis, Fuller and Petry discuss the importance of making their architectural engineering technology curriculum more integrative to reflect the actual practice of architecture that students emerging as professionals will encounter. [9] "Realistic issues are integrated into the design studios -real programs, real sites, cost estimating, and scheduling." Figure 2 presents a sample of their redesign of curriculum to achieve integration between design, technology and cost management that were implemented in their Design III, IV and V courses.…”