| The Gateway to Armory Square Project A Demonstration of CAD in a multidisiplinary Setting |
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| 1. Introduction | 2. Joint Project | 3. Project Program | 5. Since then .. |
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| 4. CONCLUSIONS. | |||
| The results can be evaluated on many levels. Some
include: 1. The quality of the architecture. The quality of the architectural design was quite high, but then the students were carefully selected. They were fifth year architecture students and graduate civil engineering students, talented designers. Most were experienced and capable computer users. 2. The quality of the images. |
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| Project by Debra Kuske. | |||
| Image quality was less than optimal, due to a focus on the substance of the design rather that the image itself which is consistent with the prevailing school philosophy. It was also a function of limited output facilities (pen plotters only) and limitations of the workstations (very large and complex files producing exorbitant rendering times) | |||
| 3. The pedagogical advantages. The student's enthusiasm was high and continued throughout the project. Genuine cooperation between students of the various disciplines was evident. Although the multidisciplinary aspect slows the design process down, there is little doubt that the students learned a great deal from the experience. The process focuses attention on the relationship between the disciplines. The availability of integrated software made such interrelationships possible. |
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| 4. Problems. Interior design students were restricted to IBMCAD, a 2D product, a by product of their training and software limitations. File translation from IBMCAD and AutoCAD to A&ES was excellent but files with 3D models in A&ES were difficult to translate to IBMCAD. High time commitments from faculty and support team were required, in planning, managing and presenting. Computing within the distributed computing context was fragile and required high level technical support which was not always available. Network collapses, system crashes, plotting problems and the normal "it was there a minute ago" problems were increased and their severity (as perceived by the students) was increased. |
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| 5. Successes. A unique problem was produced, a methodology developed, high levels of excitement and involvement were generated and the process attained considerable attention. A program in computing that was peripheral to the school is now central. The school's involvement in computing gained credibility. I, and others, have been invited by the city to address city council on issues concerning future development of the city. 100% of our students now have involvement in computing. |
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