This document discusses methods for teaching structures to architecture students through hands-on activities. It notes that architecture faculty and students struggle with traditional engineering-based approaches. The document reviews different teaching methods including hands-on activities, computer simulations, web-based education, and integrating structures with design studios. It provides examples of hands-on labs used at the University of Michigan including building balsa wood towers and testing them. Student evaluations indicate hands-on activities help them intuitively understand structures. The discussion concludes hands-on, analogy, group work and analysis of experiments enhances learning structures.
Peer Assessment in Architecture Education - Brno - ICTPI'14 - Mafalda Teixeir...David Sousa-Rodrigues
The role of peer assessment in education has become of particular interest in recent years, mainly because of its potential benefits in improving student’s learning and benefits in time management by allowing teachers and tutors to use their time more efficiently to get the results of student’s assessments quicker. Peer assessment has also relevant in the context of distance learning and massive open online courses (MOOCs).
The discipline of architecture is dominated by an artistic language that has its own way of being discussed and applied. The architecture project analysis and criticism goes beyond the technical compon- ents and programme requirements that need to be fulfilled. Dominating the architecture language is an essential tool in the architect’s toolbox. In this context peer assessment activities can help them develop skills early in their undergraduate education.
In this work we show how peer assessment acts as a formative activity in architecture teaching. Peer assessment leads the students to develop critical and higher order thinking processes that are fundamental for the analysis of architecture projects. The applicability of this strategy to massive open online education systems has to be considered as the heterogeneous and unsupervised environment requires confidence in the usefulness of this approach. To study this we designed a local experiment to investigate the role of peer experiment in architecture teaching.
This experiment showed that students reacted positively to the peer assessment exercise and looked forward to participating when it was announced. Previously to the assessment students felt engaged by the responsibility of marking their colleagues. Subsequently to the first iteration of the peer assessment, professors registered that students used elements of the qualitative assessment in their architecture discourse, and tried to answer the criticisms pointed to their projects by their colleagues. This led their work in directions some hadn’t considered before.
The marks awarded by the students are in good agreement with the final scores awarded by the professors. Only in 5 cases the average score of the peer assessment differed more than 10% from marks given by the professors. It was also observed that the professor’s marks where slightly higher than the average of the peer marking. No correlation was observed between the marks given by a student as marker and the final score given to that student by the professors.
The data produced in this experiment shows peer assessment as a feedback mechanism in the construction of a critical thought process and in the development of an architectural discourse. Also it shows that students tend to mark their colleagues with great accuracy. Both of these results are of great importance for possible application of peer assessment strategies to massive open online courses and distance education.
Peer Assessment in Architecture Education - Brno - ICTPI'14 - Mafalda Teixeir...David Sousa-Rodrigues
The role of peer assessment in education has become of particular interest in recent years, mainly because of its potential benefits in improving student’s learning and benefits in time management by allowing teachers and tutors to use their time more efficiently to get the results of student’s assessments quicker. Peer assessment has also relevant in the context of distance learning and massive open online courses (MOOCs).
The discipline of architecture is dominated by an artistic language that has its own way of being discussed and applied. The architecture project analysis and criticism goes beyond the technical compon- ents and programme requirements that need to be fulfilled. Dominating the architecture language is an essential tool in the architect’s toolbox. In this context peer assessment activities can help them develop skills early in their undergraduate education.
In this work we show how peer assessment acts as a formative activity in architecture teaching. Peer assessment leads the students to develop critical and higher order thinking processes that are fundamental for the analysis of architecture projects. The applicability of this strategy to massive open online education systems has to be considered as the heterogeneous and unsupervised environment requires confidence in the usefulness of this approach. To study this we designed a local experiment to investigate the role of peer experiment in architecture teaching.
This experiment showed that students reacted positively to the peer assessment exercise and looked forward to participating when it was announced. Previously to the assessment students felt engaged by the responsibility of marking their colleagues. Subsequently to the first iteration of the peer assessment, professors registered that students used elements of the qualitative assessment in their architecture discourse, and tried to answer the criticisms pointed to their projects by their colleagues. This led their work in directions some hadn’t considered before.
The marks awarded by the students are in good agreement with the final scores awarded by the professors. Only in 5 cases the average score of the peer assessment differed more than 10% from marks given by the professors. It was also observed that the professor’s marks where slightly higher than the average of the peer marking. No correlation was observed between the marks given by a student as marker and the final score given to that student by the professors.
The data produced in this experiment shows peer assessment as a feedback mechanism in the construction of a critical thought process and in the development of an architectural discourse. Also it shows that students tend to mark their colleagues with great accuracy. Both of these results are of great importance for possible application of peer assessment strategies to massive open online courses and distance education.
A paper presented at the 2012 Design, Development and Research conference. A student’s experience in a tertiary programme should develop the professional skills needed after graduation as well as equip students with necessary skills to navigate real world situations. In the design field students work and learn in an educational design studio which mirrors the working model of professional design industries. Design students’ learning experiences can be investigated from both an external point of view, by establishing the level of student involvement, as well as from an internal point of view through the level of engagement encouraged by the method of teaching and learning. Student involvement, as explored in this paper relates to the framework develop by Astin (1984) in which he states: “Quite simply, student involvement refers to the amount of physical and psychological energy that the student devotes to the academic experience.” If a student is involved they stand to gain more from the educational experience. This experience could further be enhanced by developing an engaging learning situation. The term ‘engagement theory’, as explored by Kearsley and Shneiderman (1999), is grounded in technology based education but can be applied to most learning environments : “The fundamental idea underpinning engagement theory is that students must be meaningfully engaged in learning activities through interaction with others and worthwhile tasks”. The Schlechty Centre (2009) describes students who are engaged by their learning environment as able to learn at high levels with a clear and comprehensive understanding of what is being learnt, as well as being able to retain what they have learnt and that they are able to apply this new knowledge to different contexts . The three characteristics of an engaged learning experience are collaboration, project orientated assessment and authentic (real-world) learning . These characteristics are similar to practical studio based education practices which focus on problem based projects, grounded in real world contexts.
This paper investigates the level of student involvement of Industrial Design 3 students as well as whether engagement is encouraged within the theoretical subjects associated with this programme. To establish the level of student involvement students completed the 2012 National Survey of Student Engagement (NSSE) and findings are compared to corresponding data from America, Europe and Australia. The level of engagement experienced by third year Industrial Design students in the theoretical subject was documented through video and photographic ethnography. The aim of the research is to establish whether design students, with varying levels of student involvement, would have a more engaged learning experience in theoretical subjects if the learning experience was collaborative, project orientated and based in a real world context.
A Workshop provided to the Singapore Institute of Management, on 25 August 2021.
Abstract: Technology has changed the way we now teach, particularly as we have now moved much of our teaching online. But that poses some challenges for us, as many of us know how to teach in a face-to-face mode, but it’s not the same when we move online. At least it shouldn’t be, as there is so much more we can do to make it better for our students. This workshop looks at how lecturers can decide on which tools to use when looking to enhance their teaching with technology. Which means, it is about choosing the best teaching techniques within the context of your technology environment. Essentially it is looking to engage students through active, collaborative and authentic learning experiences and choosing the corresponding technology tools to match.
A paper presented at the 2012 Design, Development and Research conference. A student’s experience in a tertiary programme should develop the professional skills needed after graduation as well as equip students with necessary skills to navigate real world situations. In the design field students work and learn in an educational design studio which mirrors the working model of professional design industries. Design students’ learning experiences can be investigated from both an external point of view, by establishing the level of student involvement, as well as from an internal point of view through the level of engagement encouraged by the method of teaching and learning. Student involvement, as explored in this paper relates to the framework develop by Astin (1984) in which he states: “Quite simply, student involvement refers to the amount of physical and psychological energy that the student devotes to the academic experience.” If a student is involved they stand to gain more from the educational experience. This experience could further be enhanced by developing an engaging learning situation. The term ‘engagement theory’, as explored by Kearsley and Shneiderman (1999), is grounded in technology based education but can be applied to most learning environments : “The fundamental idea underpinning engagement theory is that students must be meaningfully engaged in learning activities through interaction with others and worthwhile tasks”. The Schlechty Centre (2009) describes students who are engaged by their learning environment as able to learn at high levels with a clear and comprehensive understanding of what is being learnt, as well as being able to retain what they have learnt and that they are able to apply this new knowledge to different contexts . The three characteristics of an engaged learning experience are collaboration, project orientated assessment and authentic (real-world) learning . These characteristics are similar to practical studio based education practices which focus on problem based projects, grounded in real world contexts.
This paper investigates the level of student involvement of Industrial Design 3 students as well as whether engagement is encouraged within the theoretical subjects associated with this programme. To establish the level of student involvement students completed the 2012 National Survey of Student Engagement (NSSE) and findings are compared to corresponding data from America, Europe and Australia. The level of engagement experienced by third year Industrial Design students in the theoretical subject was documented through video and photographic ethnography. The aim of the research is to establish whether design students, with varying levels of student involvement, would have a more engaged learning experience in theoretical subjects if the learning experience was collaborative, project orientated and based in a real world context.
A Workshop provided to the Singapore Institute of Management, on 25 August 2021.
Abstract: Technology has changed the way we now teach, particularly as we have now moved much of our teaching online. But that poses some challenges for us, as many of us know how to teach in a face-to-face mode, but it’s not the same when we move online. At least it shouldn’t be, as there is so much more we can do to make it better for our students. This workshop looks at how lecturers can decide on which tools to use when looking to enhance their teaching with technology. Which means, it is about choosing the best teaching techniques within the context of your technology environment. Essentially it is looking to engage students through active, collaborative and authentic learning experiences and choosing the corresponding technology tools to match.
HISTORY OF ARCHITECTURE EDUCATION: POTENTIALS AND LIMITATIONS FOR A BETTER DE...Iman Gawad
Lately, the study of 'History of architecture' courses has lost its vitality and importance, and has become far too ignored from the current architectural design debates. Students in different schools of architecture, especially in architectural institutions with limited resources, are expected to associate History and Theory subjects with Design challenges. This does not always happen dependably and if it does, it is not attributed to educational studies and methodical teaching practices. Therefore, the process of teaching History of architecture, with the need of reinstating its relevance to solving design problems, must actively re-adjust its focus to give students opportunities to analyze more rather than learn by heart the history of the world architecture. The questions are: “How can history of architecture's courses respond to this challenge?” and “How can history teachers apply new teaching strategies to relate more to the design courses and projects?” With answers to these questions and guidance into these arguments, university educators can help students make sense of studying different courses of the history of architecture as well as benefiting from lessons of the past in their current design projects.
The research begins with reference to successful teaching pedagogies and education in history of architecture courses and continues with the author’s personal teaching experiences in different history of architecture courses in several national and private universities in Egypt. The author proposes a number of re-visualisation of different exercises and assignments adopted in history classes with the aim of translating them into ones that account for students being able to tackle their own design studio problems and use history as a tool to find answers to questions that emanate from their own design experiences.
Teaching kids and students with limited technical backgrounds requires an interactive hands-on approach. This presentation gives some tips for being successful in the classroom.
Heidi Eyestone, Carleton College presentation at VRA 28 Atlanta conference session "Transition to Learning Spaces: Redefining Our Space for the Digital World."
A presentation given at the Networked Learning Conference, Edinburgh 2014. With details of the new MA in Higher Education at the University of Surrey. And publication of a new book on Design Patterns for Technology Enhanced Learning.
Researching sustainability at University of the Arts London: Learning through...ldore1
This workshop aims to demonstrate alternative perspectives in delivering sustainability literacy and research instruction in an Arts educational environment. By encouraging observation, experience and reflection, this workshop aims to demonstrate a democratic and empathetic approach to delivering sustainability-focused information literacy training that brings students close to a studio-based learning style (Appleton).
We will introduce object-based learning as an aspect of sustainability literacy that allows participants to explore themes around sustainability through objects as primary sources
This presentation/paper focuses on an interaction design curriculum within an international collaborative education project as a case-study to demonstrate an approach to constructing hybrid e-learning environment which contains both physical classrooms and online virtual interactive-3D environments.
How Anchoring Concepts Influence Essay Conceptual Structure And Test PerformanceRoy Clariana
Presented October 21 at CELDA 2023 in Madeira Portugal, https://www.celda-conf.org/
Abstract: This quasi-experimental study seeks to improve the conceptual quality of summary essays by comparing two conditions, essay prompts with or without a list of 13 broad concepts, the concepts were selected across a continuum of the 100 most frequent words in the lesson materials. It is anticipated that only the most central concepts will be used as “anchors” when writing. Participants (n = 90) in an Architectural Engineering undergraduate course read the assigned lesson textbook chapter and attended lectures and labs, then in a final lab session were asked to write a 300-word summary of the lesson content. Data consists of the essays converted to networks and the end-of-unit multiple choice test. Compared to the expert network benchmark, the essay networks of those receiving the broad concepts in the writing prompt were not significantly different from those who did not receive these concepts. However those receiving the broad concepts were significantly more like peer essay networks (mental model convergence) and like the networks of the two PowerPoint lectures but neither were like the textbook chapter. Further, those receiving the broad concepts performed significantly better on the end-of-unit test than those not receiving the concepts. Term frequency analysis of the essays indicates as expected that the most network-central concepts had a greater frequency in essays, the other terms frequencies were remarkably the same for both the terms and no terms groups, suggesting a similar underlying conceptual mental model of this lesson content. To further explore the influence of anchoring concepts in summary writing prompts, essays were generated with the same two summary writing prompts using OpenAI (ChatGPT) and Google Bard, plus a new prompt that used the 13 most central concepts from the expert’s network. The quality of the essay networks for both AI systems were equivalent to the students' essay networks for the broad concepts and for the no concept treatments. However the AI essays derived with the 13 most central concepts were significantly better (more like the expert network) than the students and AI essays derived with broad concepts or no concepts treatments. In addition, Bard and OpenAI used several of the same concepts at a higher frequency than the students suggesting that the two AI systems have more similar knowledge graphs of this content. In sum, adding 13 broad conceptual terms to a summary writing prompt improved both structural and declarative knowledge outcomes, but adding 13 most central concepts may be even better. More research is needed to understand how including concepts and other terms in a writing prompt influences students’ essay conceptual structure and subsequent test performance.
9th International Conference on Gender & Women's Studies 2022- NUSS, Singapore
"Achieving Gender Equality and Women Empowerment in Post Pandemic Situations A Case Study of an NGO in India"
Thinking of getting a dog? Be aware that breeds like Pit Bulls, Rottweilers, and German Shepherds can be loyal and dangerous. Proper training and socialization are crucial to preventing aggressive behaviors. Ensure safety by understanding their needs and always supervising interactions. Stay safe, and enjoy your furry friends!
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Normal Labour/ Stages of Labour/ Mechanism of LabourWasim Ak
Normal labor is also termed spontaneous labor, defined as the natural physiological process through which the fetus, placenta, and membranes are expelled from the uterus through the birth canal at term (37 to 42 weeks
MATATAG CURRICULUM: ASSESSING THE READINESS OF ELEM. PUBLIC SCHOOL TEACHERS I...NelTorrente
In this research, it concludes that while the readiness of teachers in Caloocan City to implement the MATATAG Curriculum is generally positive, targeted efforts in professional development, resource distribution, support networks, and comprehensive preparation can address the existing gaps and ensure successful curriculum implementation.
Safalta Digital marketing institute in Noida, provide complete applications that encompass a huge range of virtual advertising and marketing additives, which includes search engine optimization, virtual communication advertising, pay-per-click on marketing, content material advertising, internet analytics, and greater. These university courses are designed for students who possess a comprehensive understanding of virtual marketing strategies and attributes.Safalta Digital Marketing Institute in Noida is a first choice for young individuals or students who are looking to start their careers in the field of digital advertising. The institute gives specialized courses designed and certification.
for beginners, providing thorough training in areas such as SEO, digital communication marketing, and PPC training in Noida. After finishing the program, students receive the certifications recognised by top different universitie, setting a strong foundation for a successful career in digital marketing.
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
Executive Directors Chat Leveraging AI for Diversity, Equity, and InclusionTechSoup
Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
How to Build a Module in Odoo 17 Using the Scaffold MethodCeline George
Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
Delivering Micro-Credentials in Technical and Vocational Education and TrainingAG2 Design
Explore how micro-credentials are transforming Technical and Vocational Education and Training (TVET) with this comprehensive slide deck. Discover what micro-credentials are, their importance in TVET, the advantages they offer, and the insights from industry experts. Additionally, learn about the top software applications available for creating and managing micro-credentials. This presentation also includes valuable resources and a discussion on the future of these specialised certifications.
For more detailed information on delivering micro-credentials in TVET, visit this https://tvettrainer.com/delivering-micro-credentials-in-tvet/
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
1. Teaching structures to
architecture students through
hands-on activities
Niloufar Emami1, Peter von Buelow2
1,2Taubman College of Architecture and Urban Planning, University of Michigan, USA
1nemami@umich.edu
2pvbuelow@umich.edu
International Conference on Advances in Education,Teaching &
Technology 2016 (EduTeach2016), Torono, Canada
3. What architects need to learn?
• a good knowledge of mathematics, and then other technical subject areas such as
mechanics, the strength of materialsand structures(Salvadori 1958).
• importance of scale related to absolute gravity pull of the earth (Salvadori 1958).
• Build a structure and destroyit and then see what happens (Severud 1961).
• having an intuitive understanding of the behavior of building systems, and the
quantitative analysis skills (Chiuini 2008).
4. Struggles
• Architecture faculty and students struggle with a traditional engineering-based
approach to structures instruction (Vassigh 2005).
• Students’ struggle in understanding statics and applying mathematical procedures to
problems (Chiuini 2008).
• The inadequate time to teach complex structures to students (Chiuini 2008).
• A perceived separation between design disciplines and structures (Chiuini 2008).
5. Review of different methods in teaching
structures to Architecture students
1. Hands-on activities
2. Computer-based simulation
3. Web-based interactive structural education
4. Integrating Structures with design studio
Professor von Buelow giving a lecture (left)
a GSI teaching a recitation session; (right)
6. 1. Hands-on activities
2. Computer-based simulation
3. Web-based interactive structural education
4. Integrating Structures with design studio
7. Tower project: design, analyze, make, test
The towers are made using 4 oz. of balsa
wood and loaded to failure.
14. 1. Hands-on activities
2. Computer-based simulation
3. Web-based interactive structural education
4. Integrating Structures with design studio
15. The students used “Dr. Frame” for modeling the towers and loading them.
16. 1. Hands-on activities
2. Computer-based simulation
3. Web-based interactive structural education
4. Integrating Structures with design studio
17. a page from the website that makes all of the teaching
resources accessible for the students.
18. A page from the website with the homework problems
and the empty boxes where students enter their
answers.
As answers are submitted, correct answers are shown
allowing students to correct their solutions as they
proceed.
19. 1. Hands-on activities
2. Computer-based simulation
3. Web-based interactive structural education
4. Integrating Structures with design studio
22. Structures I and II in TCAUP
Hands-on activities Metaphor and analogy Yes, through lab-based recitation sessions
In-scale precedent models No
In-scale trial-and-error experimentation/ models Yes, through term project of making a tower
out of balsa and testing it
Full-scale prototypes No
Computer-based
methods
Computational Simulation Yes, students are encouraged to work with Dr.
Software to test their tower models
Web-based educational
platform
Yes, Online weekly problems are shared
through the website, as well as the recorded
lectures and notes.
Integrating structures
with design studio
Yes but not regularly
Teaching Structures in the Taubman College of
Architecture and Urban Planning
24. Discussion
• Teaching hard knowledge through soft methods helps architects to
intuitively comprehend the subject matter
• Hands-on activities such as small lab experiments, making scaled models,
loading them and observing their failure, all contribute to the strategy
above.
• The end of semester evaluations demonstrates that students can also
identify the value of hands-on activities.
• Class discussions around the hands-on activities can further help them to
analyze the process and the outcome
• Putting students in groups during the recitation session helps them to
exchange ideas and ultimately better absorb the theory
• Analogy combined with the hands-on activities can be a great strategy to
help them remember the concept throughout their future studies
25. References
• Chiuini, M., 2008. Less Is More: A Design-oriented Approach to Teaching Structures in Architecture. In Proceedings of the 2006 Building Technology
Educators’ Symposium: August 3-5, 2006, University of Maryland, School of Architecture Planning and Preservation. p. 205.
• Estes, A.C. & Baltimore, C., 2014. Using K ’ nex to Teach Large Scale Structures to Architects and Construction Students. American.
• Fang, D.L. & Adriaenssens, S., 2015. The digital engineering classroom : collaborative structural engineering design space and supplementary
educational material.
• Ilkovič, J., Ilkovičová, Ľ. & Špaček, R., 2014. To think in architecture, to feel in structure: Teaching Structural Design in the Faculty of Architecture.
Global Journal of Engineering Education, 16(2), pp.59–65.
• Khodadadi, A., 2015. Active Learning Approach in Teaching Structural Concepts to Architecture Students University of Michigan. In IASS.
• MacNamara, S., 2012. Bringing Engineering into the Studio : Design Assignments for Teaching Structures to Architects. American Society of Engineering
Education.
• Mueller, C.T., 2014. Computational exploration of the structural design space. MIT.
• Navvab, M., 2012. Measurable Domain For Colour Differences Within a Virtual Environmnet. Light and Engineering, 20(3), pp.71–81.
• Ogielski, P., Pelczarski, M. & Tarczewski, R., 2015. Formation of structural intuition of architecture students through physical modeling. In IASS.
• Pospíšil, M., Vavrušková, M. & Veřtátová, E., 2015. New Ways of Teaching Statics and Applied Structural Mechanics to Architects. Applied Mechanics
and Materials, 732, pp.417–420.
• Preisinger, C., 2014. Parametric structural modeling. , pp.1–104.
• Salvadori, M., 1958. Teaching Structures to Architects. Journal of Architectural Education, 13(1), pp.5–8.
• Severud, F.N., 1961. Structures—The Feel of Things. Journal of Architectural Education, 16(2), pp.18–22.
• Vassigh, S., 2005. A Comprehensive Approach to Teaching Structures Using Multimedia. , pp.132–144.
• Vrontissi, M., 2015. The physical model in structural studies within architecture education : paradigms of an analytic rationale ? In IASS.
Beaux-Arts school of thought emphasised on buildings as pictures and rendered drawings
the students we were told by the teachers to ignore the structure, that Engineers were a dime a dozen, that almost everyone can tell you how to make it stand up
architects don’t understand structures, emphasizing that there has not been too much emphasis on structural knowledge in the architectural schools
This calls for a different approach in teaching structures to Architectural students than engineering students. Soft knowledge is oriented to architectonic sense,
Some of the issues above need to be addressed at an administrative level in the educational systems, such as the decision about the minimum required credit hours for structural courses - inadequate time in the teaching process.
This paper, however, focuses on various methods to teach structural courses to architects
identify teaching methods that help architectural students better understand statics and structural analysis
Many educators expressed that theoretical lectures were to be complemented by other activities. Hands-on activities such as making physical models are one of them. The possibility of physical contact with the material, as well as immediate observation of the effects of loading, contributes to the development of students’ structural intuition
strong emphasis on conducting hands-on activities in this course, through making, analyzing and loading the “tower project”, as well as mini projects and experiments conducted in the lectures and recitation courses. These activities increase the intuitive understanding of the structural behavior of systems and help student remember the concepts.