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Comprehensive and Creative Conclusions: Enhancing Structural Design Educational Opportunities in Labs for Architecture Students

机译：全面和创造性的结论：加强建筑学生实验室的结构设计教育机会

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For decades, structural design has erroneously been taught to architecture students using a modified version of an engineering-based pedagogical model. Instead of imparting a broad range of information for how structural design considerations could be critically integrated into architectural design, these courses instead focus on a narrow range of curricular topics and analytical methods that negatively impact the preparedness of architectural students for practice. To help address these deficiencies, the entire building technology course sequence at Iowa State University, has been dramatically reconfigured as a collaborative and integrative teaching environment that uses active learning environments and unique classroom activities to enhance student learning. Specifically this paper will present three different labs that occur during the final five-week course module of this structural design sequence. Each of the three exercises demonstrates particularly important, capstone-level, learning objectives. The paper will describe the means, methods, challenges, and benefits of these specific assignments and how these represent other important improvements throughout the new sequence. Examples of student work will be shown, and an assessment of the efficacy of the assignments will be presented including reflections upon lessons learned and suggestions for future improvements.
机译：几十年来，使用基于工程的教学模型的修改版本错误地授权建筑设计。而不是赋予结构设计考虑如何批判性地集成到建筑设计中的广泛信息，而是专注于跨越跨越课程主题和分析方法，对建筑学生的准备进行负面影响练习。为了帮助解决这些缺陷，IOWA州立大学的整个建筑技术课程序列已大大重新配置为协作和一体化的教学环境，这些教学环境使用主动学习环境和独特的课堂活动来提高学生学习。具体而具体本文将在该结构设计序列的最终五周课程模块期间出现三种不同的实验室。三项练习中的每一个都表现出特别重要的抄写级，学习目标。本文将描述这些特定分配的手段，方法，挑战和益处以及这些方法如何在整个新序列中代表其他重要的改进。将显示学生工作的例子，并展示对任务的疗效进行评估，包括审视经验教训和未来改进的建议。

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