![]() ![]() Ideally, students incorporate what they learn in lecture in the lab section of the class. In class, I play the surrogate seasoned firm member – the technology principal – teaching my students building technology in lecture. ![]() In a perfect world, this is how things would work.ĭue in part to the 2008 economic downturn, when many senior firm members were let go, this model doesn’t materialize as often as one might expect. In this model, emulated from practice, senior team members (TAs, the course instructor) work with emerging professionals (students) on building technology, while the emerging digital natives (students again) share what they discover in their digital models. So, how best to spark and engender a lifelong love affair with building technology? While the courses serve as a wake-up call that there’s more to architecture than the making of form, not everyone is happy about it. ![]() They have had so few architecture courses at that point, it’s like teaching students how to put a car together before teaching them how to drive. Students, already smitten with studio, see required tech courses as unnecessary evils. Teaching the second year undergraduate construction sequence of courses is challenging. ![]()
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