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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 ____________?
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
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