Exploring Learning Objectives for Digital Design in Architectural Education

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2016-01-01
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Doyle, Shelby
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Senske, Nicholas
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Architecture

The Department offers a five-year program leading to the Bachelor of Architecture degree. The program provides opportunities for general education as well as preparation for professional practice and/or graduate study.

The Department of Architecture offers two graduate degrees in architecture: a three-year accredited professional degree (MArch) and a two-semester to three-semester research degree (MS in Arch). Double-degree programs are currently offered with the Department of Community and Regional Planning (MArch/MCRP) and the College of Business (MArch/MBA).

History
The Department of Architecture was established in 1914 as the Department of Structural Design in the College of Engineering. The name of the department was changed to the Department of Architectural Engineering in 1918. In 1945, the name was changed to the Department of Architecture and Architectural Engineering. In 1967, the name was changed to the Department of Architecture and formed part of the Design Center. In 1978, the department became part of the College of Design.

Dates of Existence
1914–present

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  • Department of Structural Design (1914–1918)
  • Department of Architectural Engineering (1918–1945)
  • Department of Architecture and Architectural Engineering (1945–1967)

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Architecture
Abstract

: What are the objectives of teaching digital design in architecture? While this seems a rather primitive inquiry it in fact is loaded with misunderstanding and disagreement. This paper aims to bring accepted educational research about learning objectives into the discussion of digital design’s relationship to architecture. In particular, Bloom’s Taxonomy is introduced and referenced as a tool for creating clarity, transparency, and accountability among educators. The purpose of reflecting upon learning objectives for digital design in architecture is not to produce a definitive list of what students ought to learn. Learning objectives are written for specific curricula, student needs, and faculty interests. They are useful because they provide a clear definition of expected outcomes and which becomes a point of dialogue. In order to evaluate something, it first must be named. Through evaluation and discussion, a discipline develops. When Bloom created the learning taxonomy, this was the goal. Not to explain or lay claim to how students must learn, but to provide a shared structure so educators could compare their approaches. In a similar manner, creating and sharing learning objectives for digital design instruction, using established tools like Bloom's Taxonomy, can produce a more organized dialogue about how to align the use of digital tools with the core values of architectural education and the development of the discipline itself.

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