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Assessing New Applications For Solid Modeling (Csg) In Architectural Education

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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

14

Page Numbers

10.228.1 - 10.228.14

Permanent URL

https://peer.asee.org/14527

Download Count

84

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Paper Authors

author page

Stan Guidera

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

Session ____

Assessing applications for Solid Modeling (CSG) in Architectural education Dr. Stan G. Guidera

College of Technology Bowling Green State University, Bowling Green, Ohio

Abstract This paper discusses the functionality of solid modeling and proposes approaches to utilizing solid modeling to develop course content that emphasizes the conceptual applications of computer modeling over application-specific CAD coursework. More importantly, the paper discusses approaches for structuring these activities to emphasize the integration of content covered in other courses. Assignments from an introductory 3D modeling course are used to illustrate how solid modeling was used to foster content integration from architectural history and construction methods courses.

Introduction

Competency in computing has become a pre-requisite for securing employment in architectural practice. However, Architecture schools have been criticized for failing to provide sufficient technical education and preparation for the realities of practice [1]. While deficiencies in knowledge-development related to construction and building technologies has often been a specific point of criticism [2], schools have more recently been challenged with developing a strategy to address skills related to digital media in general and CAD skills more specifically. While it has been proposed that the mandate of architectural education is to cultivate skills in life-long learning and that practice is where students develop technical knowledge [3], this is at least to some extent inconsistent with the reality that “technical competence in computing technology has become a condito sine qua non of landing a job at a respectable architectural practice”[4]. The challenge faced by architectural educators is highlighted by the ever increasing scope of content that must be addressed, including CAD skills, and, according to Mark [5], “ a central problem to educational programs is how to make room for computer-related technology and at the same time not replace time-honored parts of the curriculum.”

Much of the focus on computing in architectural curriculums has been on the role of CAD and digital media in support of design studio. CAD can provide an effective and sometimes necessary tool to facilitate creation of complex forms that may not be buildable or even documented using conventional representation tools [6] [7], and the embrace of computer modeling in the design studio among some students and educators is a logical extension of the widely publicized utilization of computing tools by “star” architects and designers.

“Proceedings of the 2005 American Society for Engineering Education Annual Conference & Exposition Copyright © 2005, American Society for Engineering Education”

Guidera, S. (2005, June), Assessing New Applications For Solid Modeling (Csg) In Architectural Education Paper presented at 2005 Annual Conference, Portland, Oregon. https://peer.asee.org/14527

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