Teaching design incorporating a sense of sustainability to architecture students is a challenge today, primarily because of the trend to label every design as sustainable or green even though it is no different from a...Teaching design incorporating a sense of sustainability to architecture students is a challenge today, primarily because of the trend to label every design as sustainable or green even though it is no different from a more traditional one. The result is a ＂green-washed＂ education in architecture. To address this issue, this paper describes a teaching methodology of architectural design with a special focus on sustainability implemented in the Graduate School of Architecture in Clemson. This method includes an analysis of the location, the climate conditions, the materials needed and the construction process. Knowing that sustainable design is generally perceived as being expensive, there is a special focus on simplicity and affordability. Rather than relying on expensive technical solutions, students are encouraged to design for the given environment and apply passive strategies. In the approach discussed in this paper, the design process is a number of logical scientific decisions rather than an intuitive draft. The goal of this pedagogy is to raise awareness about how to handle global resources carefully and to show the importance of the later performance of the project as a key to design. The teaching strategy is described here along with the successful participation by our graduate students in a number of refereed competitions.展开更多
Assessing student learning can be exceedingly challenging considering that as faculty we never really know what a student knows prior to entering our classroom and what value-added material has been assimilated during...Assessing student learning can be exceedingly challenging considering that as faculty we never really know what a student knows prior to entering our classroom and what value-added material has been assimilated during the academic quarter. This research paper introduces a self-assessment instrument that focuses on ten major finance topics and reports the results of the administration of the self-assessment tool for finance education at the undergraduate and graduate level in courses taught in the United States and abroad. Ten topics of importance to most finance curriculum design were selected as the focus topics. The research methodology employed uses a pre-/post- test comparison with ＂understanding＂ being measured on a five-point Lichert scale as implemented in five different fmanee courses. Significant measurable differences occurred in each of the courses using this finance assessment instrument with overall average improvement of understanding by the students as much as one entire point. For exarnple, 1.5 mean score for the pre-test and 2.4 mean score for the post -test for an introductory finance class at the undergraduate level in a college of business. Additional improvements were assessed in each of the courses surveyed.展开更多
文摘Teaching design incorporating a sense of sustainability to architecture students is a challenge today, primarily because of the trend to label every design as sustainable or green even though it is no different from a more traditional one. The result is a ＂green-washed＂ education in architecture. To address this issue, this paper describes a teaching methodology of architectural design with a special focus on sustainability implemented in the Graduate School of Architecture in Clemson. This method includes an analysis of the location, the climate conditions, the materials needed and the construction process. Knowing that sustainable design is generally perceived as being expensive, there is a special focus on simplicity and affordability. Rather than relying on expensive technical solutions, students are encouraged to design for the given environment and apply passive strategies. In the approach discussed in this paper, the design process is a number of logical scientific decisions rather than an intuitive draft. The goal of this pedagogy is to raise awareness about how to handle global resources carefully and to show the importance of the later performance of the project as a key to design. The teaching strategy is described here along with the successful participation by our graduate students in a number of refereed competitions.
文摘Assessing student learning can be exceedingly challenging considering that as faculty we never really know what a student knows prior to entering our classroom and what value-added material has been assimilated during the academic quarter. This research paper introduces a self-assessment instrument that focuses on ten major finance topics and reports the results of the administration of the self-assessment tool for finance education at the undergraduate and graduate level in courses taught in the United States and abroad. Ten topics of importance to most finance curriculum design were selected as the focus topics. The research methodology employed uses a pre-/post- test comparison with ＂understanding＂ being measured on a five-point Lichert scale as implemented in five different fmanee courses. Significant measurable differences occurred in each of the courses using this finance assessment instrument with overall average improvement of understanding by the students as much as one entire point. For exarnple, 1.5 mean score for the pre-test and 2.4 mean score for the post -test for an introductory finance class at the undergraduate level in a college of business. Additional improvements were assessed in each of the courses surveyed.
