Albuquerque, New Mexico
June 24, 2001
June 24, 2001
June 27, 2001
6.167.1 - 6.167.8
In an effort to improve the Architectural Engineering Technology curriculum at the University of Hartford, educators and practitioners are working in collaboration. As design professionals, we are approaching the challenges of an integrative curriculum as we would an architectural design project. The goals of the ‘new’ design curriculum are to improve student learning through effective implementation of practice. The curriculum promotes critical thinking, problem solving skills, and creativity. Realistic issues are integrated into the design studios – real programs, real sites, cost estimating, and scheduling. We are integrating ‘the basics’ – architectural history, architectural theory, drawing, and technical courses (such as structures and environmental systems) with design. In the design studio courses, we are attempting to find balance and connection, and increase the awareness of the interrelationships between these areas of study for the students. Faculty, practitioners, and students know that learning in a compartmental fashion has never been that successful. We look towards this new integrative design studio approach as a better way to prepare our students for the demands of professional life.
Davis, D., & Petry, E., & Fuller, J. (2001, June), An Integrative Curriculum In Architectural Engineering Technology Paper presented at 2001 Annual Conference, Albuquerque, New Mexico. https://peer.asee.org/9438
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