Now showing items 1-20 of 40

    • A-Disciplinary Artifacts; Un-Disciplined Bodies 

      Ziada, Hazem (Georgia Institute of Technology, 2008-03)
      Discourses on (inter)disciplinarity in design usually debate methods of constructing epistemological frameworks and procedures of practice - yet have inadequately extended to qualifying the artifact(s) thereby generated. ...
    • [Ab] Sense - Revisiting the One That Can Not Get Away From Oneself 

      Charest, Robert Michel; Tucci, Jacob (Georgia Institute of Technology, 2008-03)
      Meaning in design work can potentially be implied, attached or altogether disregarded. A condition which may indicate that meaning, even in the loosest of semiotic arguments, amounts to mere arbitrariness. In order to ...
    • Abstract / Concrete: The Materiality and Logics of Construction 

      Tsubaki, Kentaro (Georgia Institute of Technology, 2008-03)
      The recent technological obsessions fueled by the perforation of sophisticated structural, environmental, and visual computer simulations have re-ignited the interest in the realm of building performance. However, without ...
    • archiTECTONICS: Pre- and Trans-Disciplinary Reference in Beginning Design 

      Montoto, Roman (Georgia Institute of Technology, 2008-03)
      Pedagogical approaches to beginning design in architecture often assume trans-disciplinary modes of exploration to filter problem parameters and sculpt perceptual outlook for iterative potential. A closer look suggests ...
    • Architecture, Ideology, and the Ends Beginnings Serve 

      Flowers, Benjamin (Georgia Institute of Technology, 2008-03)
      This paper proposes an exploration of beginnings in architecture and the ends to which they serve. We are generally not present at the beginning of the life of most buildings around us; likewise, we are rarely there when ...
    • Beginning Design Students' Perception of Design Evaluation Techniques 

      Seymour, Michael (Georgia Institute of Technology, 2008-03)
      Evaluating design students requires inherently different methods than existing models available in other disciplines; as such incoming students are required to adjust. The primary difference between design education and ...
    • Beginning Scribes: Architecture Through Genre Writing 

      Wong, Peter L. (Georgia Institute of Technology, 2008-03)
      The Second Year undergraduate writing seminar at UNC Charlotte has enjoyed a 20-year history in the College of Architecture. Originally administered as a pair of courses in support of the sophomore design curricula, the ...
    • blog.folios : Social Networking to Academic and Professional Engagement 

      Buchanan, Suzanne; Lambeth, C. Thomas (Georgia Institute of Technology, 2008-03)
      Today's eighteen-year-old college freshman belong to a generation known variously as Generation Y, the Millennial Generation, the Computer Generation and the Internet Generation. Not only is this group the first to have ...
    • Charrette : A High Performance Vehicle for Learning in the Design Studio 

      Charest, Robert Michel; Lucas, Patrick Lee (Georgia Institute of Technology, 2008-03)
      When announced at the beginning of a studio session, a charrette often elicits groans from students and some pondering about the tasks that may lie ahead in the short period of intense work articulated in the parameters ...
    • Critical Thinking Is Not Discipline-Specific: Teaching Critical Thinking to the Beginning Design Student 

      Tippey, Brett (Georgia Institute of Technology, 2008-03)
      This paper will address the increasing burden being placed on university-level design education to teach critical thinking as paramount in the design process, not only during the formative years but also throughout the ...
    • A Curriculum Based on the Psychology of Skill: Collaborating with instructors with Disdain for Teaching Beginning Design 

      Temple, Stephen (Georgia Institute of Technology, 2008-03)
      Many design curricula are structured to utilize instructors in beginning design who do not normally teach beginning design. These instructors frequently misconstrue core foundational pedagogical initiatives for student ...
    • (de)Coding the Studio Method to Teach the Design of Human-Computer Interaction 

      Brandt, Carol; Cennano, Kathy; Douglas, Sarah; McGrath, Margarita; Reimer, Yolanda; Vernon, Mitzi (Georgia Institute of Technology, 2008-03)
      This paper reports on the beginning of a three-year project funded by the National Science Foundation (NSF) to apply the studio method to teach computer science students principles of user interface design. The grant spans ...
    • Design Exercise in "Minimal Existence" 

      Prahl, Sigrun (Georgia Institute of Technology, 2008-03)
      At the beginning of design studies students should think about the minimum we need to live or exist. With this in mind I designed a one-week-assignment called "Minimal Existence." This assignment crossed borders between ...
    • Design Gateway: Pedagogical Discussion of a Second-Year Industrial Design Studio 

      Schaar, Raja; Shankwiler, Kevin (Georgia Institute of Technology, 2008-03)
      Most industrial design programs focus the beginning design curriculum on the learning of core design principles. These core principles are seen as not specific to any one discipline (architecture, industrial design, ...
    • The Designer Client Relationship: Learning to Identify, Assess, and Articulate Client Needs 

      Thakur, Anubhuti (Georgia Institute of Technology, 2008-03)
      Scholars in architecture and interior design have identified a need to develop communication and interpersonal skills in design programs so students will be better equipped to communicate with clients. How effective is the ...
    • Details and Fragments: Studio Process and Products 

      Wallick, Karl (Georgia Institute of Technology, 2008-03)
      Architecture is not exactly whole. We remember instances, elements, and details. Rarely are the experiences and sensations in architectural experience comprehensive. The context of what we do as architects is always ...
    • Digital RE Thinking: Digital Literacy in Beginning Design 

      Hemsath, Timothy (Georgia Institute of Technology, 2008-03)
      A challenge to CAAD pedagogy is how to use digital tools and the digital environment to explore design thinking and process that makes inspiring beautiful architecture to educate a new breed of "Digital Master Builders"? ...
    • From CFY to DFN: Artifact > Category > Building 

      Ziada, Hazem (Georgia Institute of Technology, 2008-03)
      The author's move from a 'Firstyear' program (advocating a cross-disciplinary approach) to a 'Foundations of Architecture' program (pedagogically bound by the promise to deliver 'comprehensive' architectural design within ...
    • From Endings Come Beginnings: Facilitating the Transition from Ending Student to Beginning Practitioner 

      Fox, Andrew A. (Georgia Institute of Technology, 2008-03)
      The receipt of a degree is momentous; it is at once the end of an academic career and the beginning of practice life. Terminal coursework thus becomes a critical component in successfully preparing students for the ...
    • From Urban Experiences to Architectural Narratives 

      Trova, Vaso (Georgia Institute of Technology, 2008-03)
      Cities are a densely coded context for narratives of discovery and the recovery of experience. They have a capacity to act as condensers of information and to integrate assimilations of behaviours, people, styles, typologies, ...