Now showing items 1-20 of 40

    • (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 ...
    • In the Spirit of Texas Rangers 

      Milovanovic-Bertram, Smilja (Georgia Institute of Technology, 2008-03)
      "But we see their greatness... We must look to it for continuity; to transmit to the future generations." Bernhard Hoesli In short years between 1951 and 1956 at the University of Texas at Austin, a young group of ...
    • 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 ...
    • 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 ...
    • [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 ...
    • The New Relevance of Basel Basics 

      Berbic, Amir; Grant, Roderick (Georgia Institute of Technology, 2008-03)
      Described through asymmetric sans serif typography, modular grid systems and denotative photography, The Basel School of Design is often described as dogmatic and conservative in respect to post-modern trends in graphic ...
    • You Are Here: Green Design Principles in Foundational Architectural Curricula 

      Shelton, Ted (Georgia Institute of Technology, 2008-03)
      Ideally, green design incorporates both the ethic of sustainability and ecological literacy as integral to the design process rather than as additive to it. In practice, this type of integral design requires complex ...
    • New Nomadism, Nothing is True 

      Riether, Gernot (Georgia Institute of Technology, 2008-03)
      We live in a world that has been digitized, and it is now about finding means to intensify our perception of this world in order to navigate through it. Suggesting a strategy to expand our cognitive framework I will explore ...
    • 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 ...
    • 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. ...
    • 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 ...
    • 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 ...
    • 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 ...
    • Green Foundations: A framework for Responsible Design 

      Bertomen, Michele C.; Iulo, Lisa D. (Georgia Institute of Technology, 2008-03)
      Issues of sustainability are of paramount concern for architectural education and questions often revolve around how and when they should be introduced. This paper argues that a truly sustainable approach involves a paradigm ...
    • It's All in the Game: Designing the Contained, not the Container 

      Cannady, Shelley L. (Georgia Institute of Technology, 2008-03)
      Conveying the importance of negative space and the relationship of mass and void to beginning environmental design students is challenging. How do we teach the primacy of experience over the arrangement of things, getting ...
    • 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, ...
    • 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 ...
    • 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 ...
    • 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 ...
    • Translation 

      Criss, Shannon (Georgia Institute of Technology, 2008-03)
      Stripping preconceptions and moving students into situations that sponsor heightened awareness is fundamental to the beginning architecture student. Believing that architectural experience is grounded in the tectonic ...