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Proceedings of the 18th National Conference on the Beginning Design Student

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Design -- Study and teaching, Architecture -- Study and teaching, Design (philosophy)


The production of architecture has changed dramatically over the course of the last decade or so; this is a fact we, as educators, are all well aware of. Change has occurred in the areas of theory and representation, and certainly in the area of pedagogy, in ways both subtle and dramatic. My own experience as an instructor in design education began at the end of the eighties, and since that time I have witnessed an ever-tightening frequency in the normal courses of change. A common issue that has become more and more crucial since that time is the issue of time, or more accurately duration, vis-a-vis it's consideration as a component of useful pedagogy. Those of us who have received their own education before the introduction of computers into the equation often recall the rapidity with which beginning design assignments were given, worked upon, and evaluated. Current conditions in design education exacerbate such conditions.


Presented at the 18th National Conference on the Beginning Design Student, Portland State University, Portland, Oregon. March 14-16, 2002.

© Portland State University, published by Portland State University, Department of Architecture

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