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Architectural education today needs to foster the inherent conceptual and creative thought processes the profession demands but also knowledge of all of the tools that allow architects to create and produce their work. Over the last 25 years the number of digital tools used in the practice of architecture has increased exponentially. Incorporating these digital tools, together with analog ones still being taught in most undergraduate programs today, is overstretching already overloaded architectural curricula. This leaves us to consider how we maintain the quality of teaching as the quantity of content increases and the amount of time with students remains the same. Additionally the inclusion of these tools has not only impacted the content of curricula but has also propelled us to reexamine the classroom environment and transform the way we teach and communicate with students.


This work was originally presented at the 32nd National Conference of the Beginning Design Student, in San Luis Obispo, CA.



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