Robotics and kinetic design for underrepresented minority (URM) students in building education: Challenges and opportunities. Issue 2 (30th October 2018)

• Record Type: Journal Article
• Authors: Yi, Hwang
• Is Part Of: Computer applications in engineering education. Volume 27:Issue 2(2019)
• Page Start: 351
• Page End: 370
• Publication Date: 2018-10-30
• Subjects: architectural studio education -- building education -- kinetic building design -- robotics architecture -- underrepresented minority students; Engineering -- Study and teaching (Higher) -- Periodicals; Engineering -- Computer-assisted instruction -- Periodicals; 620
• DOI: 10.1002/cae.22080
• Languages: English
• ISSNs: 1061-3773

Abstract

Abstract: Owing to the widespread distribution of open‐source robotic software and cheaper hardware, design education in architecture and engineering is evolving to emphasize interactive and dynamic geometries, using new digital media and technologies. However, ethnic minority groups are still underrepresented in technology‐driven changes in architecture, and their career is at risk in the growing tech‐related job markets of the architecture, construction, and engineering (ACE) industry. In this context, the paper addresses college‐level pedagogical issues and learning performance related to introductory robotics education in architectural design studios for the underrepresented minority (URM) students. This article presents the organization of curriculum activities, technical experiments in learning, and teaching experiences in the largest Hispanic‐serving institution (HSI) in the U.S. The academic projects presented exhibit both technical challenges and achievements for URM students to build design competency and tool fluency in a streamlined prototyping of responsive kinetic building fabrication. The effectiveness of computer‐aided design (CAD) technologies (3D printing, sensing, microcontrollers, etc.) for the advancement of minority‐serving design education is discussed to promote design‐learning possibilities and interdisciplinary collaborations associated with science and engineering. Expectations from course objectives are compared with final outcomes to suggest efficient learning strategies and teaching solutions of kinetic architecture.