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Full STEAM Ahead

Will FowlerAlan SandlerThe Architectural Foundation of San Francisco

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Class Summary

In this class we will discuss the connection between Design and the core subjects of Science, Technology, Engineering, Art, and Mathematics in high school programs.

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Learning Objectives

At the end of this class, you will be able to: Integrate Autodesk software into standards-based academic classes   Connect Autodesk software to Science, Technology, Engineering, Art, and Math education (STEAM)   Develop curriculum-based projects for your own classrooms   Assess the role of Autodesk software in 21st century skills development

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Some Background

Who is the Architectural Foundation of San Francisco?

What is Build San Francisco?

Video Please

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REDGREEN

YELLOWBLACKBLUE

ORANGEPURPLE © Architectural Foundation of San Francisco

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What is STEM

STEM is an acronym for “Science, Technology, Engineering and Mathematics”, originally used by the Education-related programs

of the National Science Foundation

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STEM Comes In Many Varieties

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In Germany It’s MINT

Mathematik Informatik Naturwissenschaft Technologie

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In India and China It’s a Priority

“46% of China’s students graduate with degrees in technical fields”The World is Flat, Thomas Friedman

HP Grant program for STEM Education in India“Expanding its commitment to education, Hewlett-Packard (HP) on Friday announced plans to invest US

$ 1 million to support a new Education Innovation Challenge Fund for India, led by a consortium of leading education organisations in India.

The fund will grant public and private (not-for-profit) education institutions the opportunity to pursue novel

approaches to Science, Technology, Engineering and Math (STEM) learning for the 21st century.” The Hindu, March 11, 2011

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From STEM to STEAM

Science Technology Engineering and Math

The Question is: How to Integrate Science and Math are ACADEMIC

And Have STANDARDS And Standardized Tests That COUNT

Technology and Engineering Are NOT (In California) And Do Not Have STANDARDS And Don’t Have Tests that COUNT

So How Do We Pull Them Together

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Adding the “A”

Art can serve as the “Integrator” Especially the Art of Design

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STEAM: A Framework for Teaching Across the Disciplines

Thanks to Georgette Yakman

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Making the Case

“We often hear about advanced education in the STEM fields (science, technology, engineering and math) being critical to this effort, but this approach omits a vital component of innovation: art and design.”

Jim Langevin, U.S. Congressman, Rhode Island

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WHY DESIGN?

Good Design Requires the Other Elements

Design Problems Offer Opportunities Beyond the Textbook

Design Projects Allow Deeper Learning and Greater Understanding of Concepts

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DESIGN AS A PROCESS

• Substantial disagreement exists concerning how designers in many fields, whether amateur or professional, alone or in teams, produce designs

• There are many ways of describing design processes

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DESIGN PROCESS

159,000,000

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DESIGN AS A PROCESS

Two basic and fundamentally different ways:

The Rational Model

Reflection-in-Action

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The Rational Model

designers attempt to optimize a design candidate for known constraints and objectives

the design process is plan-driven the design process is understood in terms of a discrete sequence of stages

STAGES Pre-production design (Design brief, Analysis, Research, Specification, Problem

solving, Presentation) Design during production (Development, Testing) Post-production design feedback for future designs (Implementation, Evaluation and

Conclusion) Redesign – any or all stages in the design process repeated (with corrections made) at

any time before, during, or after production

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Reflection-in-Action

designers use creativity and emotions to generate design candidates the design process is improvised no universal sequence of stages is apparent – analysis, design and implementation are

co temporal and inextricably linked

DESIGNERS ALTERNATE BETWEEN Framing (conceptualizing the problem, i.e., defining goals and objectives) Making moves Evaluate moves (A “move” is a (tentative) design decision)

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Step 1

Step 2

Step 3

Step 3a Step 4

Step 5

The Official Design Process

What it actually feels like

?

*

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A Design Process

• Define

• Explore

• Ideate

• Prototype

• Refine

• Solution

• Understand

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Some Examples

Challenges Single Design Problems Requiring Interdisciplinary Thinking

Projects Student Driven Long Term Activities Requiring A Variety of Design Challenges

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Textbook Approach

Graph the Following Equation: R (t) – 2,000 e -0.2t = ?

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Challenge Approach

An oil tanker operated by your company has sprung a major leak off the coast of California. As spokesperson, you have been asked to prepare a press release to reassure the public that your company is doing all that it can to prevent a disaster. Your engineers tell you that oil is currently leaking at the rate R (t) – 2,000 e -0.2t gallons per hour.

CONSTRUCT A BULLET-PROOF PRESS RELEASE stating that the company is taking all necessary steps to stop the leak and repair damage that can be shown to be a direct result of the leak (not a pre-existing condition). Explain the agencies you'd have to report to: local, state, federal. Construct a graph showing the decrease in flow based on your engineers’ estimate. (You can get a nice one from Wolfram Alpha.) Include a 3ds Max animation showing the leak and a valve that will mitigate the flow.

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A Project Approach

Bicycle Pavilion Project Sustainability Math Science Communication Engineering

(http://curriculum.autodesk.com/student/public/index/index)

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For Example:

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Making Connections to the Real World

• Question: Where Does The Sun Set? (Answer: “Here”)• Parking Meter Trigonometry Example:

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Using Software

The Field Guide Approach To Revit Architecture

Advantages: Gets students up and running quickly Let’s students control the process Allows use of the program for most design challenges without extensive training period

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So In Conclusion

How Do You Integrate Autodesk Software Into Standards-Based Academic Classes?

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And

How Do You: Connect Autodesk Software To Science, Technology, Engineering, Art, and Math Education (STEAM)?

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And

How Do You Develop Curriculum-Based Projects For Your Own Classrooms?

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And Finally

How Do You Assess The Role Of Autodesk Software In 21st Century Skills Development?

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Altogether Now:

The Design Process!!! We became convinced that the core elements of architectural design education - learning to design within constraints, collaborative learning, and the refining of knowledge through the reflective act of design - have relevance and power far beyond the training of future architects.

The basic canons of design education could be as enriching for students of all ages and interests as they are for aspiring architects, if only better known and more widely appreciated.

We concluded that design education is really about fostering the learning habits needed for the discovery, integration, application, and sharing of knowledge over a lifetime.

[Partnerships between the architectural profession and educators] would also help make a knowledge of design what it always should have been--an essential part of liberal education for all students.”

Building Community: A New Future for Architecture Education and PracticeDr. Ernest L. Boyer and Lee D. MitgangThe Carnegie Foundation for the Advancement of Teaching, 1995

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Alan R. SandlerExecutive Director

Phone: 415/393-1493FAX: 415/393-9553

Email: alan@afsf.org

Will FowlerPrograms Director

Phone: 415/393-9963FAX: 415/393-9553Email: will@afsf.org

Architectural Foundation of San Francisco160 Pine Street, Suite 505San Francisco, CA 94111

Website: www.afsf.orgYouTube: AFSF1

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Autodesk, AutoCAD* [*if/when mentioned in the pertinent material, followed by an alphabetical list of all other trademarks mentioned in the material] are registered trademarks or trademarks of Autodesk, Inc., and/or its subsidiaries and/or affiliates in the USA and/or other countries. All other brand names, product names, or trademarks belong to their respective holders. Autodesk reserves the right to alter product and services offerings, and specifications and pricing at any time without notice, and is not responsible for typographical or graphical errors that may appear in this document. © 2011 Autodesk, Inc. All rights reserved.

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