A review of computer pedagogy in selected Western Region architecture schools and its relevancy to entry level employment in Las Vegas firms
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.