Beyond Tutorials: Using Active Learning to Improve Computational Design Instruction

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