COURSE OBJECTIVES

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To move the student's general understanding and ability in computing in the realm of architecture to a higher level.
Since the profession is now totally committed to computing and since computing exists in almost every facet of the profession, there are many programs that are relevant. The course will try to address not just one program but many. In each case it will attempt to move well beyond the basics.

Extend working knowledge of 3D CAD using a variety of CAD programs.
ARC256 is an introductory course and as such does not presume to provide a thorough working knowledge of computing in the profession and of computer aided design in particular. ARC550 seeks to achieve a more advanced level of understanding about computing principles and their application.

The course seeks to develop the student's understanding of the background theory of computing in general and of 3D solid modeling in particular.
A basic understanding of some of the theory which forms the basis of computing will assist in understanding not only the particular software programs we use but any equivalent program. It is assumed that the most appropriate and efficient use of computing occurs when the user is knowledgeable about its theoretical foundations. It will also greatly assist in the ability to shift from one program to another. In other words, the hardware and software are very likely to change. The basic principles and the architectural applications are much more constant.
ARC256 also has tendency to be 'procedurally oriented' or what educators refer to as "skill based". That is, it is heavy on the how to and light on the why. ARC550 proposes to build upon that introduction, but values the why as much as the how to. As such it is based on the principles as much as the procedures. It is knowledge based as much as skill based. It deals with the theoretical aspects of computing, those general concepts that have been a constant in computing, and are likely to remain so.

To explore the application of 3D solid modeling to the teaching and learning of architecture.
There is an assertion that underlies this part. It is commonly assumed that computing can significantly assist in teaching architecture. This would suggest that the application of more computing would make students better architects. In fact, there is almost no evidence to support such a connection. Thus there is a tremendous amount of experimentation and exploration to be done to determine whether computing can be anything more than a basic tool.

Develop proficiency in using 3D CAD.
3D solid modeling is inherently complex and advanced integrated CAD is even more so. There is a very real limit to how much these tasks may be simplified. Mastery of them requires a good deal of experience. There are also many techniques available to the skilled user to assist in the performance of certain tasks. It is well beyond the scope of this course to make CAD as transparent as possible, that is, to achieve a sufficient degree of competency that the music becomes more important than hitting the right keys. The reality is that there is only one way to do this: spend time with the system. Thus it is left to the student to determine how important proficiency is as a objective and how much time may be devoted to achieving that objective.