Cumincad : CUMINCAD Papers : Search Results

CumInCAD is a Cumulative Index about publications in Computer Aided Architectural Design
supported by the sibling associations ACADIA, CAADRIA, eCAADe, SIGraDi, ASCAAD and CAAD futures

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_id	ascaad2004_paper12
id	ascaad2004_paper12
authors	Al-Qawasmi, Jamal
year	2004
title	Reflections on e-Design: The e-Studio Experience
source	eDesign in Architecture: ASCAAD's First International Conference on Computer Aided Architectural Design, 7-9 December 2004, KFUPM, Saudi Arabia
summary	The influence of digital media and information technology on architectural design education and practice is increasingly evident. The practice and learning of architecture is increasingly aided by and dependant on digital media. Digital technologies not only provide new production methods, but also expand our abilities to create, explore, manipulate and compose space. In contemporary design education, there is a continuous demand to deliver new skills in digital media and to rethink architectural design education in the light of the new developments in digital technology. During the academic years 2001-2003, I had the chance to lead the efforts to promote an effective use of digital media for design education at Department of Architecture, Jordan University of Science and Technology (JUST). Architectural curriculum at JUST dedicated much time for teaching computing skills. However, in this curriculum, digital media was taught in the form of "software use" education. In this context, digital media is perceived and used mainly as a presentation tool. Furthermore, Computer Aided Architectural Design and architectural design are taught in separate courses without interactions between the two.
series	ASCAAD
email
last changed	2007/04/08 19:47

_id	d9f0
authors	Bhavnani, S.K., Reif, F. and John, B.E.
year	2001
title	Beyond Command Knowledge: Identifying and Teaching Strategic Knowledge for Using Complex Computer Applications
source	Proceedings of CHI' 01 (2001), 229-236
summary	Despite experience, many users do not make efficient use of complex computer applications. We argue that this is caused by a lack of strategic knowledge that is difficult to acquire just by knowing how to use commands. To address this problem, we present efficient and general strategies for using computer applications, and identify the components of strategic knowledge required to use them. We propose a framework for teaching strategic knowledge, and show how we implemented it in a course for freshman students. In a controlled study, we compared our approach to the traditional approach of just teaching commands. The results show that efficient and general strategies can in fact be taught to students of diverse backgrounds in a limited time without harming command knowledge. The experiment also pinpointed those strategies that can be automatically learned just from learning commands, and those that require more practice than we provided. These results are important to universities and companies that wish to foster more efficient use of complex computer applications.
keywords	Strategies; Training; Instruction; GOMS
series	other
email
last changed	2003/11/21 15:16

_id	3934
authors	Cabezas, M., Mariano, C., Oliva, G. and Oliva, S.
year	2001
title	EVALUACIÓN DE UNA METODOLOGÍA DE ENSEÑANZA DE LA GEOMETRÍA DESCRIPTIVA (Evaluation of a Methodology for the Teaching of Descriptive Geometry)
source	SIGraDi biobio2001 - [Proceedings of the 5th Iberoamerican Congress of Digital Graphics / ISBN 956-7813-12-4] Concepcion (Chile) 21-23 november 2001, pp. 204-206
summary	The purpose of this paper is to point out the most relevant aspects of an experience which gathers research processes and teaching practices at a University level, activities in which the authors hereof have been involved for many years. Even though this question has already been widely discussed – being its analysis extremely broad and varied – it is still quite interesting. This issue deals with the incorporation of new technologies in the teaching and learning processes and in the case of this specific experience, it refers to its trial implementation in the classroom.
series	SIGRADI
email
last changed	2016/03/10 09:47

_id	54c0
authors	Cabezas, M., Mariano, C., Oliva, G. and Oliva, S.
year	2001
title	New Technologies Applied toTraining - Evaluation of a New Teaching Methodology for the Descriptive Geometry
source	Architectural Information Management [19th eCAADe Conference Proceedings / ISBN 0-9523687-8-1] Helsinki (Finland) 29-31 August 2001, pp. 275-281
doi	https://doi.org/10.52842/conf.ecaade.2001.275
summary	The purpose of this paper is to point out the most relevant aspects of an experience which gathers research processes and teaching practices at a University level, activities in which the authors hereof have been involved for many years. Even though this question has already been widely discussed – being its analysis extremely broad and varied – it is still quite interesting. This issue deals with the incorporation of new technologies in the teaching and learning processes and in the case of this specific experience, it refers to its trial implementation in the classroom.
keywords	Evaluation, Teaching, Geometry, Informatics
series	eCAADe
email
last changed	2022/06/07 07:54

_id	196a
authors	Charitos, D., Pehlivanidou-Liakata, A., Bourdakis, V. and Kavouras, M.
year	2001
title	Time Based Media as a Means to Enhance Spatial Representations - Teaching case studies in Greece
source	Architectural Information Management [19th eCAADe Conference Proceedings / ISBN 0-9523687-8-1] Helsinki (Finland) 29-31 August 2001, pp. 233-238
doi	https://doi.org/10.52842/conf.ecaade.2001.233
summary	This paper investigates the potential of time-based spatial representations as a means for enhancing our environmental perception – a tool for assessing and understanding space in the wider sense of the term. It attempts to document the way in which time-based representations of environments are addressed by architectural, planning and surveying education curricula in a number of related Departments in certain Greek Universities. More specifically, a report on the teaching practice and objectives of certain undergraduate and postgraduate courses, which deal with this issue in different ways, is made.
keywords	Time-Based Media, Spatial Representations, Video, Virtual Reality, 3D Modelling
series	eCAADe
email
last changed	2022/06/07 07:55

_id	3287
authors	Cheng, Nancy Yen-wen
year	2001
title	Evolution of Digital Design Teaching: A Course as Microcosm for Educational Issues
source	ACADIA Quarterly, vol. 20, pp. 13-17
doi	https://doi.org/10.52842/conf.acadia.2001.013
summary	Despite widespread use of computers in the architectural profession, computer use in architectural education remains uneven. The challenge to educators becomes apparent in examining the evolution of an introductory course. In four years, the teaching initiatives illuminate the crucial issues:* Content focus (what): computer techniques supporting design concepts, selection of design and communication applications / * Delivery techniques (how): - Organizing framework: staffing, course format - Teaching tools: web resources, online bulletin boards, online quizzes and gradebook. These efforts have produced gradual progress. Major successes include development of successful assignments and resources, balance of exercise types, and skill improvement through competency exams. On the other hand, addressing different skill levels, providing personal attention in an efficient way and overcoming equipment impediments remain a challenge. Outside the course, the overall curricular framework needs to be adjusted to prepare for and reinforce learning within the course. Results from initiatives inside and outside of the classroom are discussed.
series	ACADIA
email
last changed	2022/06/07 07:55

_id	ea46
authors	Colajanni B., Concialdi, S. and Pellitteri, G.
year	2001
title	Construction or Deconstruction: Which is the Best Way to Learn Architecture?
source	Architectural Information Management [19th eCAADe Conference Proceedings / ISBN 0-9523687-8-1] Helsinki (Finland) 29-31 August 2001, pp. 299-304
doi	https://doi.org/10.52842/conf.ecaade.2001.299
summary	The actual shift of the teaching methods from teacher-centred expository methods, to learner-centred exploratory ones. The educational goals are no more the construction of a solid theory knowledge from which the behaviour is driven. It is the acquisition of capabilities and skills directly related to the professional activity. The consequence is that the teacher has the task of endowing the student not only with a large amount of documentation but also with at least suggestions of the way to use it. One of these suggestions is the deconstruction (in a literal and not philosophical sense) as a way of investigating the structure of buildings. In a first phase in order to acquire, through generalisation a systematic knowledge of the way the parts of a building (their subsystems) contribute to the global architectural organism. In a second phase in order to explore buildings of special interest aiming at mastering their peculiar solutions. An example of this method is presented, limited to the spatial analysis only both for brevity sake and for particular difficulties presented.
keywords	Deconstruction, Learn Architecture, Learning By Experience
series	eCAADe
email
last changed	2022/06/07 07:56

_id	f97e
authors	Commission of the European Communities
year	2001
title	The e-learning action plan: designing tomorrow’s education
source	Communication from the Commission to the Council and the EuropeanParliament, COM(2001) 172 final, 28 March 2001
summary	The "eLearning: Designing tomorrow's education" initiative1 was adopted by the European Commission on 24 May 2000. Following up the conclusions of the Lisbon European Council, it set out the principles, objectives and lines of action of eLearning, defined as the use of new multimedia technologies and the Internet to improve the quality of learning by facilitating access to resources and services as well as remote exchanges and collaboration. The eLearning initiative was welcomed by the Ministers of Education and by the Feira European Council in June 2000. The eLearning initiative is part of the comprehensive eEurope Action Plan2, the aim of which is to allow Europe to exploit its strengths and overcome the barriers holding back the uptake of digital technologies. It also falls in with the Report on the concrete future objectives of education systems3 by adopting information and communication technology development as one of its objectives. The effectiveness of education systems depends entirely on the effectiveness of the approaches to teaching and learning. In order to be effective, the introduction of information and communication technologies will have to be accompanied by a far-reaching reorganisation of learning structures. The eLearning initiative is also of relevance for the candidate countries given the interest they have shown for the eEurope action plan.
series	other
last changed	2003/04/23 15:50

_id	4533
authors	Datta, S., Morison, D. and Roberts, K.
year	2001
title	Pedagogical Templates: A Comparative Study of Higher Order Reflective Making, Playful Design Learning Forum
source	Adelaide University School of Architecture, Landscape Architecture and Urban Design, Adelaide
summary	Schon's notion of reflection-in-action implies a constructivist process of learning, especially valid in the teaching of professional disciplines such as architecture. Action becomes the instrument of conjecture and learning arises in the context of reflection upon the act. Such a process of interleaving action and reflection constitutes a "higher-order" process of reflective making. Research in design studies has shown that strategies for making differ markedly between professional and novitiate designers. Further, such studies have shown that skilled designers employ past experience and precedents to create context for new problem situations. To address the lack of context in novitiate learning situations, we propose the use of "pedagogical templates" for the promotion of "higher-order" strategies in design learning contexts for supporting beginning design students. We focus on the use of digital media, specifically for the design, implementation and delivery of constructive learning situations. This paper presents the use of a pedagogical template in the creation of constructivist contexts for two complementary courses, a traditional design studio and a computermodelling course at Deakin University. The resulting implications for design learning and the integration of physical and digital forms of making through the use of a pedagogical template are discussed.
series	other
last changed	2003/04/23 15:50

_id	5de9
authors	Gavin, Lesley
year	2001
title	Online Learning in Multi-User Environments
source	Stellingwerff, Martijn and Verbeke, Johan (Eds.), ACCOLADE - Architecture, Collaboration, Design. Delft University Press (DUP Science) / ISBN 90-407-2216-1 / The Netherlands, pp. 59-64 [Book ordering info: m.c.stellingwerff@bk.tudelft.nl]
summary	Over the last 2 years the MSc Virtual Environments course in the Bartlett School of Graduate Studies has used a 3-dimensional on-line multi-user environment to explore the possibilities for the architectural design of virtual environments. The 'Bartlett' virtual world is established as the environment where students undertake group design projects. After an initial computer based face-to-face workshop, students work from terminals at home and around the university. Using avatar representations of themselves, tutors and students meet in the on-line environment. The environment is used for student group discussions and demonstrations, tutorials and as the virtual 'site' for their design projects. The 'Bartlett' world is currently open to every internet user and so often has 'visitors'. These visitors often engage in discussions with the students resulting in interesting dynamics in the teaching pattern. This project has been very successful and is particularly popular with the students. Observations made over the 2 years the project has been running have resulted in interesting reflections on both the role of architectural design in virtual environments and the use of such environments to extend the pedagogical structure used in traditional studio teaching. This paper will review the educational experience gained by the project and propose the ideal software environment for further development. We are now examining similar types of environments currently on the market with a view to adapting them for use as a distance learning medium.
series	other
email
last changed	2001/09/14 21:30

_id	7054
authors	Gibson, Ian and Kvan, Thomas
year	2001
title	The use of Rapid Prototyping for Architectural Concept Modelling
source	Proc. 2nd Annual Conf. on Rapid Technologies, Rapid Product Development Association of South Africa, 14-15 November, 2001, pp. 27-35
summary	This paper describes how Rapid Prototyping technology has been integrated into a conceptual design course in the Department of Architecture in The University of Hong Kong. Students have been using this technology for nearly 3 years now and the demand for models and the range and complexity of the models is ever increasing. A number of factors have been found to be of general interest; including the constraints of technology used; the use of colour; material and texture; and applications. Some observations on use of software are also included. As a result of this program; a large research project is now looking into the differences in the teaching of design and conceptual modelling to Architectural and Mechanical Engineering students.
keywords	Rapid Prototyping; Architectural Design; Learning
series	other
email
last changed	2002/11/15 18:29

_id	caadria2010_020
id	caadria2010_020
authors	Ham, Jeremy J.
year	2010
title	Working outside of the system: engaging in Web 2.0 to enhance learning and teaching in the design studio
source	Proceedings of the 15th International Conference on Computer Aided Architectural Design Research in Asia / Hong Kong 7-10 April 2010, pp. 209-218
doi	https://doi.org/10.52842/conf.caadria.2010.209
summary	The Deakin Studies Online (DSO) Learning Management System (LMS) forms the fundamental basis for tertiary education at Deakin University. This LMS is founded on Web 1.0 principles, however significant potential exists for engagement in Web 2.0 technologies to support learning and teaching in the design studio. A digitally enhanced design curriculum is discussed starting with html-based reflective folios in 2001, the use of blogs for reflection and resource creation and culminating in a Web 2.0 design studio based on social networking.
keywords	Learning management systems, blogs, Web 2.0, learning and teaching, design education
series	CAADRIA
email
last changed	2022/06/07 07:50

_id	a606
authors	Leão de Amorim, Arivaldo and Pereira, Gilberto Corso
year	2001
title	ATELIÊ COOPERATIVO DE SIMULAÇÃO DIGITAL EM ARQUITETURA E URBANISMO (Colaborative Studio for Architecture and Urbanism Digital Simulation)
source	SIGraDi biobio2001 - [Proceedings of the 5th Iberoamerican Congress of Digital Graphics / ISBN 956-7813-12-4] Concepcion (Chile) 21-23 november 2001, pp. 124-126
summary	Cooperative Atelier of Digital Simulation is a teaching proposal in that information technologies will be used intensively in the process of architectural design, particularly computer technologies for habitat simulation. In the first learning group, a experimental one - that should begin in the semester 2001.2, the computer will be used as an instrument for modeling, information management (spatial or not), making presentations, evaluation of alternatives and taking decisions, as well as for communication between the students’ teams and teachers of FAUFBA and, of other institutions that come to be integrating the project. The computer technologies could stand for the development of cooperative works. This paper synthesizes the proposal of creation of an optional discipline for students of Architecture and Urbanism.
series	SIGRADI
email
last changed	2016/03/10 09:54

_id	d5a7
authors	Mark, E., Martens, B. and Oxman, R.
year	2002
title	Round Table Session on “Theoretical and Experimental Issues in the Preliminary Stages of Learning/Teaching CAAD”
source	Connecting the Real and the Virtual - design e-ducation [20th eCAADe Conference Proceedings / ISBN 0-9541183-0-8] Warsaw (Poland) 18-20 September 2002, pp. 205-212
doi	https://doi.org/10.52842/conf.ecaade.2002.205
summary	According to eCAADe’s mission, the exchange and collaboration within the area of computer aided architectural design education and research, while respecting the pedagogical and administrative approaches in the different schools and countries, can be regarded as a core activity. The current education session follows up on a round table discussion held at eCAADe 2000 in Weimar, Germany, which was continued in the form of a plenary session at eCAADe 2001, focusing on sharing ideas on a more progressive curriculum under the topic “The Ideal Computer Curriculum”. The primary objective for the 2002 education session is to engage participants in an active discussion, not the longer format presentation of prepared positions. The round-table itself is limited to short opening statements so as to ensure time is allowed for viewpoints to be exchanged and for the conference attendees to weigh in on the issues discussed. The panel will critique current patterns teaching of computer aided design in schools of architecture, a review of past practices with the potential for guiding future direction.
series	eCAADe
email
last changed	2022/06/07 07:59

_id	48db
authors	Proctor, George
year	2001
title	CADD Curriculum - The Issue of Visual Acuity
source	Architectural Information Management [19th eCAADe Conference Proceedings / ISBN 0-9523687-8-1] Helsinki (Finland) 29-31 August 2001, pp. 192-200
doi	https://doi.org/10.52842/conf.ecaade.2001.192
summary	Design educators attempt to train the eyes and minds of students to see and comprehend the world around them with the intention of preparing those students to become good designers, critical thinkers and ultimately responsible architects. Over the last eight years we have been developing the digital media curriculum of our architecture program with these fundamental values. We have built digital media use and instruction on the foundation of our program which has historically been based in physical model making. Digital modeling has gradually replaced the capacity of physical models as an analytical and thinking tool, and as a communication and presentation device. The first year of our program provides a foundation and introduction to 2d and 3d design and composition, the second year explores larger buildings and history, the third year explores building systems and structure through design studies of public buildings, fourth year explores urbanism, theory and technology through topic studios and, during the fifth year students complete a capstone project. Digital media and CADD have and are being synchronized with the existing NAAB accredited regimen while also allowing for alternative career options for students. Given our location in the Los Angeles region, many students with a strong background in digital media have gone on to jobs in video game design and the movie industry. Clearly there is much a student of architecture must learn to attain a level of professional competency. A capacity to think visually is one of those skills and is arguably a skill that distinguishes members of the visual arts (including Architecture) from other disciplines. From a web search of information posted by the American Academy of Opthamology, Visual Acuity is defined as an ability to discriminate fine details when looking at something and is often measured with the Snellen Eye Chart (the 20/20 eye test). In the context of this paper visual acuity refers to a subject’s capacity to discriminate useful abstractions in a visual field for the purposes of Visual Thinking- problem solving through seeing (Arnheim, 1969, Laseau 1980, Hoffman 1998). The growing use of digital media and the expanding ability to assemble design ideas and images through point-and-click methods makes the cultivation and development of visual skills all the more important to today’s crop of young architects. The advent of digital media also brings into question the traditional, static 2d methods used to build visual skills in a design education instead of promoting active 3d methods for teaching, learning and developing visual skills. Interactive digital movies provide an excellent platform for promoting visual acuity, and correlating the innate mechanisms of visual perception with the abstractions and notational systems used in professional discourse. In the context of this paper, pedagogy for building visual acuity is being considered with regard to perception of the real world, for example the visual survey of an environment, a site or a street scene and how that visual survey works in conjunction with practice.
keywords	Curriculum, Seeing, Abstracting, Notation
series	eCAADe
email
last changed	2022/06/07 08:00

_id	4c45
authors	QaQish, Ra'Ed K.
year	2001
title	Exploiting Tools of Evaluation to Improve CAAD Teaching Methods. A Case Study of Inter & Intra ECTM Model
source	Proceedings of the Ninth International Conference on Computer Aided Architectural Design Futures [ISBN 0-7923-7023-6] Eindhoven, 8-11 July 2001, pp. 215-230
summary	This paper reports on an ongoing research study model into the Evaluation of CAAD Teaching Methods (ECTM) of which a number of resolutions and strategies were attained via an empirical investigation. The first stage of the study findings proposed a framework for the evaluation of architecture courses in tandem with CAAD. The second stage was based on the Inter & Intra ECTM design model as a strategy for acquiring solutions to CAAD problems through the exploitation of CAAD evaluation tools. The ECTM model structure criteria: the Model Concepts, the Operational Context, Dialectic Meanings, Relational Context, Performing Methods and Level of Integration were illuminated. ECTM model has a twofold involvement junctures, which describe CAAD evaluation behaviour. The first involves the evaluator in an interdepartmental comparison of CAAD integration into the curriculum, and/or between schools of architecture. The second engages the evaluator in an intradepartmental study of CAAD integration, and within the institution. The study projected an attempt to validate the Inter & Intra ECTM design model in concert with evaluation. The paper presents an extended description of the objectives, procedures and testing designed for the two abovementioned junctures composing the proposed ECTM case studies. Sequences of methods of data collection employed as a vehicle for the ECTM were Kirkpatrick model, questionnaire survey, observation (using an ECTM checklist) and experimental studies. The paper also explores variables and indicators used, and advances to shed some light on the methods of statistical analysis employment. ECTM model as a tool to attain CAAD effectiveness might redefine the role of collaborators/ team partnerships in CAAD tuition; and induce the level of technology selection and adaptation amongst schools, e.g. tutors and coursework interconnectivity. The ECTM model may also work as a framework of strategies to augment interactivity and positive learning amongst both staff and students.
keywords	Evaluation, Teaching Methods, Interactivity, Effectiveness
series	CAAD Futures
email
last changed	2006/11/07 07:22

_id	3a73
authors	Silva, Neander F.
year	2001
title	PROBLEM-BASED LEARNING IN CAAD CURRICULUM: THE SEARCH FOR A FEASIBLE MODEL
source	SIGraDi biobio2001 - [Proceedings of the 5th Iberoamerican Congress of Digital Graphics / ISBN 956-7813-12-4] Concepcion (Chile) 21-23 november 2001, pp. 210-212
summary	Problem-based learning as a teaching approach has been object of several experiments in CAAD education. However, we argue in this paper that such experiences have been limited to isolated courses within programmes, rarely affecting the whole CAAD curriculum. We identify as the cause of this gap the inherent contradictions between the traditional curriculum and the nature of design process. We then describe a PBL-oriented implementation of a post-grad CAAD curriculum which has as its major objective to better simulate a professional experience by inducing enforced recurrence along the programme’s structure.
series	SIGRADI
email
last changed	2016/03/10 10:00

_id	d0b3
authors	Tisken, S., Voormann, F., Franz, B., Koch, V. and Russell, P.
year	2001
title	Semi-Medial Post Professional Studies ”Building Conservation” for Architects and Structural Engineers
source	Architectural Information Management [19th eCAADe Conference Proceedings / ISBN 0-9523687-8-1] Helsinki (Finland) 29-31 August 2001, pp. 323-328
doi	https://doi.org/10.52842/conf.ecaade.2001.323
summary	The Post-Graduate studies for Building Restoration at the University of Karlsruhe is aimed at architects and construction engineers who wish to deepen their knowledge base as well as related professionals in the construction industry who wish to specialise. The goal of the project is to migrate the post graduate studies in restoration to a Master Degree program made up of physical and virtual presence requirements (dual mode university) and to transform the course materials into Learning Elements that can be used in other programs. The quality of the teaching should increase and reach a larger audience of interested parties at the same time. In particular, the program is aimed at current practitioners. A model is developed that incorporates classical presence based studies with modern internetbased learning methods to create a system, which does not completely replace presencebased learning: “semi-medial” studies.
keywords	Distance Learning, Collaboration, CSCW, Renovation
series	eCAADe
email
last changed	2022/06/07 07:58

_id	8d50
authors	Turk, Z., Cerovsek, T. and Martens, B.
year	2001
title	The Topics of CAAD. A Machine's Perspective
source	Proceedings of the Ninth International Conference on Computer Aided Architectural Design Futures [ISBN 0-7923-7023-6] Eindhoven, 8-11 July 2001, pp. 547-560
summary	Ontology of a scientific field typically includes a taxonomy that breaks up the field into several topics. The break-up is present in the organisation of information in books, libraries and on the Web. An on-line database of papers related to CAAD called CUMINCAD was created and it includes over 3000 papers with abstracts. They are available through the search interface - one knows an author or a keyword and can find the papers where such keyword or author's name appears. Alternative interface would be through browsing papers topic by topic. The papers, however, are not categorised. In this paper, we present the efforts to use the machine learning and data mining techniques to automatically group the papers into clusters and create a set of keywords that would label a cluster. The hypothesis was that an algorithm would create clusters of papers automatically and that the clusters would be similar to the groupings a human would have made. We investigated several algorithms for doing an analysis like that but were unable to prove the original hypothesis. We conclude that it requires more than objective statistical analysis of the words in abstracts to create an ontology of CAAD.
keywords	CAAD, Machine Learning, Clustering, Pattern Recognition
series	CAAD Futures
email
last changed	2006/11/07 07:22

_id	bf54
authors	Vásquez De Velasco, Guillermo
year	2002
title	The Computer is to Blame - The Disruptive Potential of a CAD Curriculum in an Architecture / Curriculum
source	Connecting the Real and the Virtual - design e-ducation [20th eCAADe Conference Proceedings / ISBN 0-9541183-0-8] Warsaw (Poland) 18-20 September 2002, pp. 50-54
doi	https://doi.org/10.52842/conf.ecaade.2002.050
summary	In 2001 “DesignIntelligence” and the “Almanac of Architecture and Design” conducted a survey in which they interviewed over 800 leading U.S. architecture firms. The fundamental question was: “In your firm’s hiring experience within the past five years, which schools do you feel have best prepared students for the architecture profession?” This survey produces one of the most respected rankings of schools of architecture in the U.S., but in addition to that critical question, the survey gathers data on a number of additional parameters that are of fundamental importance on why some schools are doing better than others. If we compare current figures with figures of previous years we see that our students are improving in their computer skills at the same time that they are loosing ground in other skills and fields of knowledge. For a non-inquisitive mind the reason is simple: “Our students are too busy working on the computer and are failing to put attention to other important stuff”. This paper makes an attempt to understand the problem from a fair perspective and highlight ways in which our growth in the field of CAD, and the pervasive presence of computer technology in our classrooms, can be used to enhance our teaching / learning capabilities in fields that are currently failing to achieve excellence.
series	eCAADe
email
last changed	2022/06/07 07:58

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