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An Integrated Approach To Teach 3 D Autocad Crossing The Boundary Of Architectural History

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Conference

2005 Annual Conference

Location

Portland, Oregon

Publication Date

June 12, 2005

Start Date

June 12, 2005

End Date

June 15, 2005

ISSN

2153-5965

Conference Session

Architectural Engineering Education II

Page Count

19

Page Numbers

10.182.1 - 10.182.19

Permanent URL

https://peer.asee.org/14346

Download Count

61

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Paper Authors

author page

Suining Ding

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Abstract
NOTE: The first page of text has been automatically extracted and included below in lieu of an abstract

An Integrated Approach to Teach 3-D AutoCAD Crossing the Boundary of Architectural History Suining Ding, Assistant Professor Indiana University Purdue University Fort Wayne

Abstract

It seems there is a boundary line between the disciplines of modern technology and history. Can these two be interrelated and interact on each other? The answer is yes. Generally speaking, 3-D AutoCAD is taught in a traditional way which means students follow the tutorial text book and learn the software without any cultural or historical content. The projects and exercises for students are focused on learning the commands and technology only. This study is to explore a new integrated approach to teach 3-D AutoCAD. It necessitates interdisciplinary dialogue and collaborative action across the boundaries of courses taken by architectural and interior design students within the engineering technology department. In this 3-D AutoCAD course, the learning of Roman architecture history is reinforced. Students are expected to create a hybrid interior space with Roman architectural components. Roman architectural materials are introduced to students for their design and appreciation. The purpose of this new teaching method is not only to teach 3-D rendering software for construction of a realistic model for a new design concept, but also to teach students reconstruction of ruined ancient Roman buildings with real materials and lightings. Furthermore, historical reflection will be addressed through the integration enhancing student knowledge of Roman architecture.

This paper presents the results of assessment for this integrated approach of teaching 3-D AutoCAD and makes recommendations to the university community for future 3-D AutoCAD teaching. Many issues related to integration of computer technology and architecture history were discovered which will provide valuable information for future course format and content not only for AutoCAD courses, but also for architecture history courses as well as architecture and interior design studio courses.

I. Introduction

Traditional 3-D AutoCAD Course Format and Content In traditional 3-D AutoCAD course, instructors only demonstrate new commands to students without any graphic images and architecture reviews. There is no introduction and appreciation of culture and design. It is a computer technology only course. The typical project is to create a commercial or residential space without any cultural or historical reflection requirement in the design. The only outcome of this learning process is that students learned how to use 3-D AutoCAD to generate a 3-D model for a new design concept. The traditional 3-D AutoCAD course teaching model can be described as the following: Proceedings of the 2005 American Society for Engineering Education Annual Conference & Exposition Copyright © 2005, American Society for Engineering Education

Ding, S. (2005, June), An Integrated Approach To Teach 3 D Autocad Crossing The Boundary Of Architectural History Paper presented at 2005 Annual Conference, Portland, Oregon. https://peer.asee.org/14346

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