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BTECH II

Archinect.news July 18 2014

critical thinker

familiar with astronomy

able to integrate/synthesize

mathematician

have technical skills and knowledge

professional

familiar with science

Technical Skills Only Go So Far...

student of philosophy

know history

acquainted with music

skillful draughtsman

designer

theoretician

not ignorant of medicine

student of building practices

familiar with human behavior

knowledgeable of the law

Re-Design Building Technology

BUILDING TECHNOLOGY COURSES =

Hard Skills + Software = Job Readiness

What are the goals for first-year building technology courses?

K - 12 Education + AAS BUILDING TECHNOLOGY COURSES =

Architectural ____________?

Assessment

What activities/assignments should be incorporated?

BUILDING TECHNOLOGY = CONSTRUCTION DOCUMENTATION

What does the scholarship of teaching and learning offer to the re-design of building technology courses?

BUILDING TECHNOLOGY =

Critical Understanding of How Buildings Perform and are Durable

Knowledge and Innovation in Building Science and Construction/Fabrication

Tectonic Relationship b/w Materials + Assemblies + Form

How can building technology courses reinforce the complexity and breadth of architecture as a discipline?

MIT Drawing Studio, late 1800s

Pre-Post Assessment Scores Fall 2015

Assessment Sample: Drawing Fluency

BTECH I SPRING 2018 - SPRING 2019

Context:

New York City College of Technology

BTECH I+II

Degrees:

Ten Years of Building Technology at City Tech

Reflections on the Evolution of First Year Building Technology Courses in an Open Enrollment Candidate BARCH Program

AMPS Conference on Education, Design and Practice – Understanding Skills in a Complex World

Stevens Institute, June 17, 2019

Jason Montgomery NCARB LEED AP

Assistant Professor New York City College of Technology

Artistic

Enticing

Fascinating

AAS + Bachelor of Technology + BARCH Candidate Program

Captivating

Pleasurable

Inviting

Engaging

Attractive

Delightful

Appealing

Meaningful

Purposeful

Advantageous

Significant

AAS = Traditional "Workforce" Vocational Orientation

Notable

ARCHITECTURE

Practical

Viable

Weighty

Functional

Substantial

Beneficial

Worthwhile

Convenient

Considerable

Useful

BTECH + BARCH Degrees share AAS curriculum

Material

Firm

2009 Drawing I Handouts

Effective

Solid

Essential

Feasible

Scholarship of Teaching and Learning

Critical Issues for First Year Open Enrollment Students

Prior Knowledge

Student Motivation

Knowledge Organization

Drawing II

Drawing I

Methods of

Construction

Materials in

Architecture

ENGAGED

ACTIVE

EXPERIENTIAL

MOTIVATED

CONTEXTUAL

RENTENTION

AutoCAD

APPLICATION OF SCHOLARSHIP of TEACHING and LEARNING to NEW COURSES:

ROTE

LEARNING

MEANINGFUL

LEARNING

Building Tech II

Building Tech I

CREATE

Bloom's Taxonomy Assessment of Building Technology

Problem Solving

Motivation

assemble, construct, rearrange, transform

Careful Observation

BTECH II SPRING 2012

TRANSFER

DISENGAGED

MECHANICAL

INFORMATION ACQUISITION

EFFICIENT

USUALLY STRIPPED OF CONTEXT

EVALUATE

Critical Thinking

appraise, assess, critique, weigh

Analysis

ANALYZE

Synthesis

Mayer, Richard E. "Rote Versus Meaningful Learning." Theory Into Practice 41, no. 4 (2002): 226-32.

APPLY

Meaningful Learning

demonstrate, construct

diagrams, show how it

goes together

BTECH I SPRING 2012

breakdown, pull apart,

compare / contrast

UNDERSTAND

DIDACTIC

classify, differentiate (relationship of parts to whole)

depiction of spatial sequence

REMEMBER

BTECH II SPRING 2012

dimensions, bays, floors

classify, differentiate (relationship of parts to whole)

depiction of spatial sequence

breakdown, pull apart,

compare / contrast

BTECH II FALL 2014

Reading Assessment

Spring 2012

n=35

Key Findings:

CRITICAL THINKING

CAREFUL OBSERVATION

ANALYTICAL PROCESS

BTECH II FALL 2014

In Conclusion

1. Emphasis on material and system investigation through three-dimensional drawings allows students to understand volume and relationships more clearly

2. Linking assignments and reading material allows exploration, application, and practice, providing the increased opportunity for meaningful learning.

3. Assessing students’ prior knowledge and continuously adjusting strategies and assignments accordingly provides foundational knowledge and skills.

4. Using New York City as a laboratory for teaching and learning, bringing students into direct contact with world class architecture accomplishes the following:

a. provides the students with an increasing foundation of experience of architecture to improve their knowledge organization across all courses in the curriculum.

b. motivates the students’ towards engagement and dedication to learning.

c. Utilizes active strategies for teaching and learning that accommodates a variety of learning styles.

5. Learning through effective reading is a significant challenge to many students

6. Motivating students to read is a series challenge facing faculty.

BTECH I SPRING 2009 - SPRING 2010

BTECH I SPRING 2012

BTECH I Fall 2018

BTECH I SPRING 2019

Porphyrios Pavilion

Federal Hall

Dyckman House

YCBA

Brooklyn Historical Society

Trinity College Library Cambridge

Lefferts House

Lovell Beach House

Ford Foundation

Yale Art Gallery

Bibliotheque St. Genevieve

Empire State Building

C A S E S T U D I E S

Updated Assignments

  • Measured Drawing Assignments: Classroom + Voorhees Lobby (Double Height)

  • Historic House Case Study: Lefferts House, Prospect Park

  • Student Site Investigation of House: Measure, Sketch, Photograph

  • Three Dimensional Drawing Set:

  • Series of Overlays Isolate Systems but Maintain Spatial Relationship

  • Volume of Each Component and Relationship is Constructed

  • Conventions of Construction Documentation not Emphasized

BTECH I FALL 2013*

BTECH I FALL 2015-SPRING 2017

BTECH I FALL 2012 - SPRING 2015

BTECH I SPRING 2012

NOTE: DISCREPANCIES B/W

DRAWING PERFORMANCE AND QUIZZES

n=65

PAYING ATTENTION (CAREFUL OBSERVATION)

Student Goals:

Performance Goal

Work-Avoidance Goal

Learning Goal

investment in reaching a desired outcome

Learning Behavior

How can we nurture quality learning behavior?

Understanding Motivation

Context

Previous Experiences

Efficiency

Efficiency

Can Inhibit Deep Learning

Lead to "Shallow" Learning

Behind Motivation

Subjective Value Goals

Expectations to Attain Goal

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