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Inserting Computational Technologies in Architectural Curricula

Inserting Computational Technologies in Architectural Curricula

José P. Duarte (Techical University of Lisbon, Portugal), Gabriela Celani (University of Campinas (Unicamp), Brazil) and Regiane Pupo (University of Campinas (Unicamp), Brazil)
Copyright: © 2012 |Pages: 22
ISBN13: 9781613501801|ISBN10: 1613501803|EISBN13: 9781613501818
DOI: 10.4018/978-1-61350-180-1.ch022
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MLA

Duarte, José P., Gabriela Celani and Regiane Pupo. "Inserting Computational Technologies in Architectural Curricula." Computational Design Methods and Technologies: Applications in CAD, CAM and CAE Education. IGI Global, 2012. 390-411. Web. 27 Mar. 2020. doi:10.4018/978-1-61350-180-1.ch022

APA

Duarte, J. P., Celani, G., & Pupo, R. (2012). Inserting Computational Technologies in Architectural Curricula. In N. Gu, & X. Wang (Eds.), Computational Design Methods and Technologies: Applications in CAD, CAM and CAE Education (pp. 390-411). Hershey, PA: IGI Global. doi:10.4018/978-1-61350-180-1.ch022

Chicago

Duarte, José P., Gabriela Celani and Regiane Pupo. "Inserting Computational Technologies in Architectural Curricula." In Computational Design Methods and Technologies: Applications in CAD, CAM and CAE Education, ed. Ning Gu and Xiangyu Wang, 390-411 (2012), accessed March 27, 2020. doi:10.4018/978-1-61350-180-1.ch022

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Abstract

This chapter describes two case studies concerning the introduction of computational design methods and technologies in new undergraduate architectural curricula, one in Portugal and the other in Brazil. In both cases, the immediate goal was to introduce state-of-the-art technologies in the curriculum to promote creative design thinking. The ultimate goals were to fulfill the criteria of intellectual satisfaction, acquisition of specialized professional skills, and contribution for the economic development of society that should underlie university education. The chapter describes the theoretical framework, the various courses and labs that were devised and implemented, as well as the strategies used to implement them. Then it presents the final results and concludes with a discussion of the pros and cons of each strategy. The main lesson drawn from both efforts was that cultural and organizational aspects are at least as important as technical aspects for the successful integration of computer media in architectural education.

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