Developing Building Performance in the Comprehensive Design Studio
This paper examines pedagogical research in building performance analysis that supports qualitative design objectives. This paper proposes that one of the difficulties that students and designers have in technical integration stems from a lack of iterative design opportunities requiring relevant technical analysis in studio. To explore this proposition, the author reviewed pertinent literature about technical design curriculum and surveyed instructors and students in building technology courses and design studios. The results of this research suggest that when studio requirements in the comprehensive design studio are mapped closely with technical objectives initiated in the building technology courses students have a greater likelihood of developing long-term skills and confidence in technical design integration.
keywords: building performance, comprehensive design studio, technical integration