Workshop Registration

BTES 2017 Conference, Workshop 1: Parametric Structural Design

Shelby Doyle, Iowa State University 

Jeana Ripple, University of Virginia

Date & Time: Saturday, June 10, 2017, 10am-12pm (Lunch Provided)
Location:  BNIM (Des Moines) office 317 6th Ave. Ste. #100 (6th and Locust) Des Moines, IA
Fees: $30 per person
Participants: Limit of 25 participants 
Registration: Link

[PDF Full Description] The Parametric Structural Design workshop at the BTES conference will introduce frameworks for teaching parametric structural design. Attendees will work through sample definitions, will be provided with assignment examples (and shown outcomes), and will discuss integration into structural and studio curricula. Attendees must bring a laptop loaded with the latest versions of Rhinoceros 3d, Grasshopper, and Karamba3d (a finite element analysis plugin that we will use to test Rhino geometry). Preloading and submittal of a license file is required by memorial day (see linked pdf for instructions). No prior Grasshopper experience is required. Basic familiarity with Rhino is preferred.

*Participants will be provided licenses prior to the workshop, details to follow

BTES 2017 Conference, Special Conversation Session The Future of Structures Education: A Candid Conversation

Tom Leslie, Iowa State University 

Robert Dermody, Roger Williams University
Deborah Oakley, University of Las Vegas Nevada

Date & Time: Saturday, June 10, 2017, 12pm-1pm (BYO Lunch)
Location:  BNIM (Des Moines) office 317 6th Ave. Ste. #100 (6th and Locust) Des Moines, IA
Fees: $0 (Free)
Participants: Limit of 25 participants 

[PDF Full Description ] This special Conversation Session is formatted as an open discussion focusing on structures teaching in architecture programs across the US.  It is intended to formalize and build on the many informal conversations about structures teaching that have occurred at past BTES conferences.  Critical discussion themes will include, what makes good structures teaching, a review of the variety of pedagogic approaches that exist, how to balance between technical ability and conceptual understanding, the merits of hands-on and alternative teaching approaches, and the existing wording of the NAAB structures criterion and whether it is considered adequate, or too vague to be of use.  All interested educators are encouraged to attend!

BTES 2017 Conference, Workshop 3: Integration, Consolidation, or Inertia? The Role of Building Technology Courses in Changing Curricula

Date & Time: Saturday, June 10, 2017, 1pm-3pm (Lunch Provided)
Location: BNIM (Des Moines) office 317 6th Ave. Ste. #100 (6th and Locust) Des Moines, IA
Fees: $30 per person
Participants: Limit of 25 participants (Teachers and Administrators welcome)
Registration: Link

Moderator (and Presenter):
Rob Whitehead, Asst. Prof. Iowa State University (ISU Technology Curriculum Chair)

Panelists and Presenters:
Pat Tripeny, University of Utah
Erin Carraher, University of Utah
Jason Alread, University of Florida

In 2007, ACSA held a conference at Cranbrook Academy of Art themed, “Integrated Practice and the Twenty-first Century Curriculum.” 120 participants were tasked with exploring how architectural education could change to be more responsive to the changing conditions of an integrated practice model. Panelists presented ideas for alternative pedagogies, new technologies, and new ways of thinking what integrated practice could mean. Perhaps unsurprisingly, many teams suggested that the most impactful changes could be made at the curricular level—each team proposed some variation of an integrated, multi-disciplinary, and more agile curriculum in which traditional silos of coursework are challenged. In his closing response, BTES’ own Ed Allen wondered how any new changes could occur in “curriculum that is already in some respects depleted and, in other respects, overcrowded?”

So what has changed in the last decade? Some programs have moved towards this vision of an integrated curriculum, others have been forced to consolidate their courses (due to budget cuts and/or the “overcrowded” curricular challenges), other programs have maintained the same curriculum format (focusing on the pedagogy and technology changes), and others have maintained the common inertia of academia. What are the pros and cons of these approaches? What has worked, or not worked? Ultimately this workshop seeks to answer the question, “How can building technology courses be integrated into a curriculum in a way that is responsive to these changing conditions (in academia and practice)?”

This workshop will be a round-table discussion about curricular changes that affect building technology courses and a collaborative working session for those interesting in bringing new ideas back to their institutions. The first half of the workshop will feature in-depth presentations from several educators that have changed (or are changing) their building technology courses—the good, bad, and the ugly challenges will all be discussed.

Participants will exchange ideas about course development, curricular integration, and administrative roles in the process.