Inserting Computational Technologies in Architectural Curricula

Abstract

This chapter describes two case studies concerning the introduction of computational design methods and technologies in new undergraduate architectural curricula, one in Portugal and the other in Brazil. In both cases, the immediate goal was to introduce state-of-the-art technologies in the curriculum to promote creative design thinking. The ultimate goals were to fulfill the criteria of intellectual satisfaction, acquisition of specialized professional skills, and contribution for the economic development of society that should underlie university education. The chapter describes the theoretical framework, the various courses and labs that were devised and implemented, as well as the strategies used to implement them. Then it presents the final results and concludes with a discussion of the pros and cons of each strategy. The main lesson drawn from both efforts was that cultural and organizational aspects are at least as important as technical aspects for the successful integration of computer media in architectural education.

Bridging the Gap: A Manual Primer into Design Computing in the Context of Basic Design Education

“…This was reflected not only in the way we selectively reduced and conceptually framed the components of a conventional basic design curriculum but also in the way we organised these components under particular modulespaying attention to their effectiveness in acquiring an understanding of computational reasoning. For mathematical and computational equivalents, we relied largely upon Helmutt Pottmann's seminal Architectural Geometry (Pottmann et al 2007) as well as consulting the work of others focusing on the relationship between mathematics/computation and design education (Mitchell et al 1987;Celani 2000Celani , 2004Terzidis 2003Terzidis , 2006€ Ozcan & Akarun 2001;Sorguc ß 2005;Duarte 2007;C ßolako glu & Yazar 2007). Note that italics are used throughout the rest of the article for the exclusive purpose of highlighting associations with these computational counterparts and/or basic functions embedded in CAD software, an overall summary of which is provided in Table 1.…”

Computational Approaches for Basic Design Education: Pedagogical Notes Based on an Intense Student Workshop

“…This education strategy includes computational tools at the later stages of the architectural education curriculum. There have been several studies (Celani, 2012;Duarte et al, 2011;Gül et al, 2014;Liapi et al, 2012;Mark et.al., 2003;Oxman, 2006;Valdes et.al., 2013) on the implementation of computational design tools in the design education, however, there are few studies on the outcome of students' learning through digital fabrication courses and/or which skills are required to implement CAD/ CAM tools in the junior year of architectural design education. How students interact with the computer in their first year of architectural education substantially shapes the remainder of their education.…”

Didactic Models in Civil Engineering Education: Virtual Simulation of Construction Works

“…However, the introduction of these new technologies into designers' actual practice has been anything but smooth (Duarte, 2007). At present, when carrying out a project, the use of graphic systems and, in particular, those relating to 3D modelling, makes a very positive contribution towards improving the transmission of rigorously correct technical information and, in general, to the understanding of spatial configurations in their environment.…”