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Structural education : a nemesis to architectural educationMcDonald, Charles Richard January 2010 (has links)
Photocopy of typescritp. / Digitized by Kansas Correctional Industries
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Students' learning styles and their correlation with academic performance in architectural design studio賈云艷, Jia, Yunyan. January 2004 (has links)
published_or_final_version / abstract / toc / Architecture / Master / Master of Philosophy
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A fundamental course in designWolfram, William Ray, 1936- January 1960 (has links)
No description available.
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The impact of computer aided drafting technology on industrial education curriculum in British Columbia secondary schoolsSavage, John Howard January 1985 (has links)
The purpose of this study was to identify the prerequisite skills most appropriate to training and/or employment in computer aided drafting... Specific objectives of the study were concerned with:
1. The prevalence of CAD in specific industries.
2. The relationship between the size and/or type of CAD system and the training required to operate it.
3. The background and training of individuals operating CAD systems.
A. The preferences of employers as to the education of their CAD operators.
5. The preferences of CAD training institutions as to the education of CAD training candidates.
6. The methods by which individuals in industry received CAD training.
7. The methods of CAD training preferred by employers.
8. The importance of certain skills relative to CAD employment or training.
9. The importance of certain secondary school drafting curriculum items relative to CAD training or employment.
10. The identification of secondary school curriculum areas to be
modified to suit the needs of industry and CAD training institutions PROCEDURES
The survey questionnaire method was used to obtain data for this study. Two parallel, closed-form questionnaires were developed from a review of related literature and an analysis of current drafting standards and techniques. One questionnaire was sent to all training institutions in British Columbia offering courses in CAD. The other questionnaire was sent to sixty-five businesses in British Columbia identified as users of CAD technology.
The responses were analysed to provide information on the impact of CAD technology on secondary school curriculum. The importance of particular items was determined through calculation of mean priority or ranking levels.
FINDINGS
The businesses surveyed were primarily involved in mechanical and electronics drafting followed by structural, architectural, and cartographic. Training institutions were concerned with architectural and civil drafting followed by mechanical and structural. Data indicated that CAD was being used in all areas of drafting.
CAD system descriptions indicated that a large number of businesses and training institutions were using personal computer based CAD systems that were less expensive and easier to operate than larger mainframe or dedicated systems.
Educational institutions indicated that the majority of their CAD training candidates were upgrading themselves and that they preferred candidates with a good drafting background. Businesses indicated that most of their CAD operators were draftspersons retrained for CAD. Few CAD operators had received formal CAD training although employers indicated a hiring preference for draftspersons with formal training in CAD. Both businesses and training institutions involved with CAD considered manual drafting skills and good problem solving ability to be the most important prerequisites for CAD training or employment. With respect to specific drafting skills, there was consensus on the importance of individual items. Dimensioning to CSA standards was considered most important followed by the three dimensional representations typified in sketching, pictorial, drawing, auxiliary views, and developments.
Both surveys indicated that curricular change to reflect the changing technology was necessary and should include the introduction of computer aided drafting at the secondary level as well as more drafting course time and more emphasis on computational and communication skills.
CONCLUSIONS
1. Drafting, especially computer aided drafting, should be approached as a necessary skill for a wide variety of occupations and not as
a vocation in itself. This would require a conscious effort to open secondary school drafting programs to all students, not just those in industrial programs.
2. Drafting educators should acquaint themselves with the changing technology of drafting including contact with post secondary training institutions and representative industry.
3. Secondary school drafting programs should introduce students to computer aided drafting.
4. More emphasis should be placed on dimensioning to CSA standards and
on areas of drafting that involve viewing an object in three dimensions.
5. Secondary school curriculum should be modified to include more drafting time and place more emphasis on computational and communication skills. / Education, Faculty of / Graduate
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Exploring critical citizenship and globalization discourse to conscientize industry expectations of design education at Universities of TechnologyBotes, Herman 03 1900 (has links)
Thesis (MA)--Stellenbosch University, 2015. / ENGLISH ABSTRACT: Design educators are expected to demonstrate a high level of confidence in the
industry for which they are preparing students. When I reflected upon my own
design industry and higher education experience while engaging with critical
citizenship and globalization discourse, my confidence in and perceived authority of
the design industry became challenged.
I came to the realization that it could be useful to view the demands from the
neoliberal design industry on design education through the lenses of critical
citizenship and globalization. The insights gained from such an investigation could
assist design educators involved in developing new design programmes to
conscientize the expectations set by the design industry. It is argued that the
conscientizing of expectations set by the design industry could be achieved by
focusing on conscientizing design graduates that may in turn influence the design
industry at large.
The main aim of the study is to create a conceptual framework that supports
theoretical concepts that could conscientize industry expectations of design
education. The main research question thus questioned how critical citizenship and
globalization discourse could be used to conscientize industry expectations of
design education at Universities of Technology (UoTs). The objectives of the study
are twofold: to identify, firstly, current industry expectations of design graduates from
a University of Technology in South Africa and, secondly, to identify theoretical
concepts in critical citizenship and globalization discourse that could be used to
conscientize industry expectations of design education at UoTs in South Africa.
Theoretical concepts in critical citizenship and globalization discourse were
identified through a literature review; the identified concepts were used to develop a
conceptual framework. The empirical section of the research design consisted of a
case study that included industry interviews, alumni surveys and my own experience
as the main sources of data. The theoretical concepts identified in the literature
review of critical citizenship and globalization discourse were used to structure an
inductive content analysis of empirical data collected to identify possible theoretical
concepts that can be used to conscientize industry expectations of design
education.
The picture that emerges from this study creates a worrying image of a profession in
crisis. I identified the urgent need to instil compassion into design education so that
our alumni can intuitively act against situations where their dignity is under threat.
This can be done by means of inclusion of critical citizenship and globalization
discourse in curriculums of design programmes at UoTs.
The theoretical concepts in critical citizenship and globalization discourse that can
possibly be used to conscientize industry expectations of design education at UoTs
are identified as: transformation, diversity, racism, social disparity, visual culture,
civic identity, civic engagement, ethical relationships, shared participation, problemsolving,
critical thinking, and imagination skills. I also conclude that the debate
regarding the conscientizing of the design industry is of such importance that it
should not be limited to only critical citizenship and globalization discourse ‒ the
debate must go further and deeper. / AFRIKAANSE OPSOMMING: Daar word van ontwerp-dosente verwag om 'n hoë vlak van vertroue te toon in die
industrie waarvoor hul hul studente oplei. Terwyl ek sou meedoen aan die diskoers
rondom kritiese burgerskap en globalisering, het ek besin oor my eie ervaringe
rakende die ontwerp-industrie en hoër opvoeding en sou uiteindelik my vertroue in
en vermeende inspraak sover dit die ontwerp-industrie aangaan, bevraagteken.
Daar is tot die besef gekom dat dit voordelig kan wees om die eise wat die
neoliberale ontwerp-industrie aan ontwerp-onderrig stel, te beskou vanuit die hoek
van kritiese burgerskap en globalisering. Die insigte verwerf deur middel van so 'n
ondersoek kan ontwerp-opvoedkundiges betrokke by die ontwikkeling van nuwe
ontwerp-programme van diens wees in hul poging om die verwagtinge gestel deur
die ontwerp-industrie sensitief te verskerp. Daar word aan die hand gedoen dat so 'n
sensibilisering betreffende die verwagtinge gestel deur die ontwerp-industrie
haalbaar is deur te fokus daarop om ontwerp-graduandi insgelyks te sensibiliseer en
wat op sy beurt die ontwerp-industrie breedvoerig sal raak.
Die hoofoogmerk van die studie is om 'n konsepsuele raamwerk daar te stel welke
teoretiese konsepte ondersteun wat 'n sensitiewe bewussyn kan kweek sover dit
industrie-verwagtinge rakende ontwerp-onderrig aangaan. As sodanig het die hoofnavorsingsprobleem
dus gevra na hoe die diskoers rondom kritiese burgerskap en
globalisering aangewend kan word om industrie-verwagtinge insake ontwerponderrig
by Universiteite vir Tegnologie (UvT's) te sensibiliseer. Die oogmerk van
hierdie studie is tweevoudig: om, eerstens, huidige industrie-verwagtinge rakende
ontwerp-graduandi van 'n UvT in Suid-Afrika te identifiseer en, tweedens, om
teoretiese konsepte rakende die diskoers rondom kritiese burgerskap en
globalisering te identifiseer wat aangewend kan word om industrie-verwagtinge
rakende ontwerp-onderrig by UvT's in Suid-Afrika sensitief te verskerp.
Teoretiese konsepte in die diskoers rondom kritiese burgerskap en globalisering is
geïdentifiseer deur middel van 'n literatuuroorsig; die geïdentifiseerde konsepte is
naamlik aangewend om 'n konsepsuele raamwerk te ontwikkel. Die empiriese
afdeling van die navorsingsontwerp het bestaan uit 'n gevallestudie wat onderhoude
in die industrie, opnames onder alumni asook my eie ervaringe rakende die
ontwerp-industrie as hoofbronne van data ingesluit het. Die teoretiese konsepte
geïdentifiseer as deel van die literatuuroorsig rakende die diskoers rondom kritiese
burgerskap en globalisering is aangewend om struktuur te verleen aan 'n induktiewe
inhoudsanalise van empiriese data versamel om moontlike teoretiese konsepte te
identifiseer wat aangewend kan word om industrie-verwagtinge rakende ontwerponderrig
te sensibiliseer.
Die beeld wat deur hierdie navorsing geskets is, skep 'n onrusbarende beeld van 'n
professie wat 'n krisis deurmaak. Ek het die dringende behoefte geïdentifiseer om
toegeneentheid en deernis by te bring in ontwerp-onderrig sodat ons alumni intuïtief
kan optree in gevalle waar hul menswaardigheid in die gedrang sou kom. Dit kan
bereik word deur die insluiting van kritiese burgerskaps- en globaliseringsdiskoerse
in die kurrikulums van ontwerp-programme by UvT's.
Die teoretiese konsepte in die diskoers rondom kritiese burgerskap en globalisering
wat moontlik aangewend kan word om industrie-verwagtinge rakende ontwerponderrig
by UvT's te sensibiliseer, is geïdentifiseer as: transformasie, diversiteit,
rasisme, sosiale ongelykheid, visuele kultuur, burgerlike identiteit, burgerlike verpligtinge, etiese verbintenisse, deelgenootskap, probleemoplossing, kritiese
denke asook vaardighede met betrekking tot die inspan van die verbeelding. Daar is
voorts tot die slotsom geraak dat die debat rondom die kweek van 'n sensitiewe
bewussyn in die ontwerp-industrie van sodanige belang is dat dit nie beperk behoort
te word tot alleen die diskoers rondom kritiese burgerskap en globalisering nie ‒ die
debat móét eenvoudig verder en meer indringend gevoer word.
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Assessment in design programmes : an investigation into the approaches and values of assesors at the Durban University of Technology.Kethro, Philippa. January 2007 (has links)
This study explores assessor approaches and values in Design programmes at / Thesis (M.Ed.) - University of KwaZulu-Natal, Pietermaritzburg, 2007.
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The development of a men's clothing construction course with an emphasis on fitMoore, Ann S January 2010 (has links)
Typescript, etc. / Digitized by Kansas Correctional Industries
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Learning to learn and design : the development of effective strategies in a graduate school of architecture.Simmonds, Roger Patrick January 1978 (has links)
Thesis. 1978. Ph.D.--Massachusetts Institute of Technology. Dept. of Urban Studies and Planning. / MICROFICHE COPY AVAILABLE IN ARCHIVES AND ROTCH. / Includes bibliographical references. / Ph.D.
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The Impact of a Brief Design Thinking Intervention on Students’ Design Knowledge, Iterative Dispositions, and Attitudes Towards FailureMarks, Jenna January 2017 (has links)
This research explores the benefits of teaching design thinking to middle school students. The design thinking process, with its emphasis on iterative rapid prototyping, portrayal of mistakes as learning opportunities, and mantra of “fail early and often” stands in stark contrast with the typical high-stakes, failure-averse culture of the classroom. Educators laud the process as a way to teach integrative STEM curriculum, foster 21st century skills, and engage students in constructivist learning. However, few studies have examined the potential motivational benefits for K-12 students who learn design thinking. Therefore, the present research explored if design thinking instruction could reframe how students perceived failures and teach them to iterate, or “try again,” as they engaged with complex problems.
In two quasi-experimental studies, with 78 and 89 students respectively, I investigated the effectiveness of a brief intervention, intended to teach a critical component of design thinking – the iterative process of design – and its unique philosophy surrounding failure, whereby mistakes are natural and expected learning opportunities as students work towards increasingly better solutions to ill-defined problems. Students in an iterative design mindset condition (Mindset) learned about iterative rapid prototyping, employed the process on two different design challenges with embedded reflections, and developed brochures about design thinking. In a comparison STEM-focused condition (STEM), students participated in an analogous intervention focused on the importance of using science and math in design. Results from both studies indicated that Mindset students learned the philosophy and process of iterative rapid prototyping from the brief intervention and were able to transfer the process to a target design task. Furthermore, results confirmed a performance benefit to iterating early and often. Moreover, Study 2 results suggested that students in the Mindset condition developed more adaptive attitudes to failure, compared to students in the STEM condition. These studies provide compelling evidence that design thinking education has the potential to instill persistence in the face of ill-defined problems, reframe failure, and improve task performance for middle school students. This work also presents a model for evaluating the design thinking process using quasi-experimental studies and quantitative methods.
This dissertation consists of a brief summary of relevant literature and two journal-style articles. First, I define design thinking and explain how iterative rapid prototyping connects to key motivational constructs in the classroom, ultimately resulting in improved engagement and performance. Next, a design case describes the final intervention used in Study 2 and notes the ways in which the learning sciences literature and the iterative development process informed its design. I consider trade-offs in the effort to develop curriculum for a research study and detail lessons learned along the way. Subsequently, an empirical chapter presents two studies of the design thinking intervention. I end by considering the implications of this body of research and suggest future directions for researchers interested in bringing design thinking into the classroom.
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Explicit heuristic training as a variable in design problem-solvingEckersley, Michael D. 03 June 2011 (has links)
Purpose of the Investigation. The purpose of this investigation was to determine whether a treatment of design-related heuristics would affect the judged value of student design products. Procedures. Subjects consisted of 38 foundation-level design students at Ball State University, Muncie, Indiana. Following five weeks of basic design instruction, a pretest, constructed to measure design problem-solving performance in relation to two problem-types (a Baseline Problem and a Conceptual Problem), was issued to two groups. Thereafter, a treatment of design-related heuristics was administered to one group; the other group served as a control. After a period of four weeks, in which both groups worked an identical series of problems, a post-test was issued.Evaluation of pre-test and post-test designs was performed by five designer/educators using a Design Evaluation Rating Scale, an instrument used to quantify judgments regarding six discrete evaluative criteria (i.e., General Impression, Completion, Figural Originality, Conceptual Originality, Aesthetic Value, and Functionalness). Two null hypotheses were tested which maintained that no significant interaction effects would occur for either the Baseline Problem or the Conceptual Problem between factors of (a) time-of-test (pre-test, post-test) and (b) group (experimental, control) for seven dependent variables (i.e., Overall Score, General Impression, Completion, Figural Originality, Conceptual Originality, Aesthetic Value, Functionalness). The .05 level of confidence was set as the critical level for rejection of hypotheses. Inter-rater reliability was computed, and found to be high for three of the four test problems.Results and'Conclusions1. Null Hypothesis Number one was rejected, suggesting that the heuristics treatment aided the experimental group in their performance on the Baseline Problem. Null Hypothesis Number Two was not rejected, suggesting that the treatment failed to aid the experimental group in their performance on the Conceptual Problem.2. Problem structure apparently affected the design problem-solving behavior and performance of the foundation-level design students, suggesting that highly complex or abstract problems are best reserved for more advanced design courses.3. A measured construct of "design value" can be operationally defined and expert judgments thereby quantified to validly measure the real-world value of design products
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