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Ranko Bon. McBride, Jacquelin Spangler Massachusetts Institute of Technology. Dept. of Architecture. Massachusetts Institute of Technology. Department of Architecture 2013-01-07T21:07:28Z 2013-01-07T21:07:28Z 1984 1984 http://hdl.handle.net/1721.1/75941 11709646 Thesis (M.S.)--Massachusetts Institute of Technology, Dept. of Architecture, 1984. MICROFICHE COPY AVAILABLE IN ARCHIVES AND ROTCH Includes bibliographical references (leaf 140). Architecture educators and students are challenging traditional methods of teaching technical subjects related to buildings, seeking new teaching tools and methods. The case method, developed by business and management educators, holds promises an approach that can improve the teaching of architectural technology. Through the use of prepared case studies, the student makes decisions at critical points of the building process, using quantitative and qualitative analysis techniques. Following individual work on the problem or issues presented in the case, the teacher helps the students in a classroom discussion, consider the consequences of their decisions to the analytical steps and processes they used. This gives the students an opportunity to verbalize their thinking about a shared problem and compare that experience with that of their colleagues. This thesis describes the use of the case method use in architectural education to integrate the teaching of design and technical subjects. It documents the promise as experience in preparing testing, and evaluating a case. Design, energy consumption, and economics were the related topics of the case, given as an assignment to a class of architecture graduate students. Their to response the case was documented and evaluated as the basis for modifications. This study will guide others interested in using the case method. The documentation and discussion of a teaching tool specifically developed for architectural education will incite further discussion and study of the methods of architectural education. by Jacquelin Spangler McBride. M.S. 140 leaves eng Massachusetts Institute of Technology M.I.T. theses are protected by copyright. They may be viewed from this source for any purpose, but reproduction or distribution in any format is prohibited without written permission. See provided URL for inquiries about permission. http://dspace.mit.edu/handle/1721.1/7582 Architecture. Case study as a teaching tool integrating design, energy, and economic analysis Thesis application/pdf Publication unknown unknown <Publication xmlns="https://www.openaire.eu/cerif-profile/1.1/" id="bba3abdf-0a73-4360-93c5-51191fa92e7a"> <Type xmlns="https://www.openaire.eu/cerif-profile/vocab/COAR_Publication_Types">http://purl.org/coar/resource_type/c_1843</Type> <Language>eng</Language> <Title>Case study as a teaching tool integrating design, energy, and economic analysis</Title> <PublishedIn> <Publication> </Publication> </PublishedIn> <PublicationDate>1984</PublicationDate> <Authors> <Author> <DisplayName>McBride, Jacquelin Spangler</DisplayName> <Affiliation> <OrgUnit> </OrgUnit> </Affiliation> </Author> </Authors> <Editors> </Editors> <Publishers> <Publisher> <DisplayName>Massachusetts Institute of Technology</DisplayName> <OrgUnit /> </Publisher> </Publishers> <License>http://dspace.mit.edu/handle/1721.1/7582</License> <Keyword>Architecture.</Keyword> <Abstract>Architecture educators and students are challenging traditional methods of teaching technical subjects related to buildings, seeking new teaching tools and methods. The case method, developed by business and management educators, holds promises an approach that can improve the teaching of architectural technology. Through the use of prepared case studies, the student makes decisions at critical points of the building process, using quantitative and qualitative analysis techniques. Following individual work on the problem or issues presented in the case, the teacher helps the students in a classroom discussion, consider the consequences of their decisions to the analytical steps and processes they used. This gives the students an opportunity to verbalize their thinking about a shared problem and compare that experience with that of their colleagues. This thesis describes the use of the case method use in architectural education to integrate the teaching of design and technical subjects. It documents the promise as experience in preparing testing, and evaluating a case. Design, energy consumption, and economics were the related topics of the case, given as an assignment to a class of architecture graduate students. Their to response the case was documented and evaluated as the basis for modifications. This study will guide others interested in using the case method. The documentation and discussion of a teaching tool specifically developed for architectural education will incite further discussion and study of the methods of architectural education.</Abstract> <Access xmlns="http://purl.org/coar/access_right" > </Access> </Publication>