Award Date

1-1-1995

Degree Type

Thesis

Degree Name

Master of Arts (MA)

Department

Architecture

Number of Pages

252

Abstract

This study investigated the integration of computer education into architectural curricula in the Southwestern U.S. and the extent to which this education affects the ability of graduates to obtain entry-level positions in architectural firms in the Las Vegas, Nevada area. The study had three goals: (1) to provide university administration, faculty, and students with an understanding of how electronic technology and software can benefit architectural education; (2) to investigate the Southwest architectural computer curriculum structuring and offer any possible suggestions for change; and (3) to research local Las Vegas architectural firms and improve the chances for graduates to become more marketable in this computer age. This study presented research of literature concerning computer use in architecture and current thought on the subject of manual versus computer methods in architectural education. The study's methodology consisted of surveys of schools and firms, researching issues such as: (1) extent to which computers were taught in the Southwesten architecture schools; (2) the use of computers in Las Vegas architecture firms; (3) the hiring practices of these firms; and (4) the extent to which the skills taught in schools met the requirements sought by architects hiring new employees. The findings of the research showed that architecture schools were teaching primarily manual methods of architectural presentation, while firms in Las Vegas increasingly generated work by computer and required new hires to be able to use computers in architectural applications. From the research, recommendations were formulated regarding the integration of computers into architectural curricula.

Keywords

Architecture; Computer; Employment; Entry; Firms; Las Vegas; Level; Nevada; Pedagogy; Region; Relevancy; Review; Schools; Vegas; Western

Controlled Subject

Architecture; Curriculum planning; Computer science; Educational technology

File Format

pdf

File Size

8181.76 KB

Degree Grantor

University of Nevada, Las Vegas

Language

English

Permissions

If you are the rightful copyright holder of this dissertation or thesis and wish to have the full text removed from Digital Scholarship@UNLV, please submit a request to digitalscholarship@unlv.edu and include clear identification of the work, preferably with URL.

Identifier

https://doi.org/10.25669/ykww-yb74


Share

COinS