Beyond Tutorials: Using Active Learning to Improve Computational Design Instruction
Apr 06, 2015
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This paper describes the development of an introductory computational design course for architects that uses active learning practices to improve student outcomes and engagement. The author presents results from a four-year impact study. Student performance improved with the introduction of active learning methods, specifically: peer learning labs, scaffolded design projects, and shorter lectures coupled with group discussion activities. In addition, students reported an improved perception of computing and an increased interest in the subject – a positive outcome for a required introductory course.
keywords: Education, Active Learning, Computational Design, Computing
Presented at:
ARCC 2015 Conference – The FUTURE of Architectural Research (Chicago, IL)
Published & professionally reviewed by:
Architectural Research Centers Consortium (ARCC)
Perkins+Will
University of Massachusetts Amherst
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