response: Chakresh Jain

	Broad principles underpinning design computing education
	
		As we teach our students how to freely conceptualize, develop concepts into
		detail design and finally convert design into construction documentation, we
		need to ensure that students master various computing tools to be able to do
		each task.
		
		Concept: Apart from creating physical model, students should be able to use
		3D-Modelling software to visualize concepts, do sun study, form development,
		massing, proportions, texture, etc.
		
		Design: At design development stage, students should be able to work with
		various building object based software to simulate a physical building using
		walls, doors, windows, openings, floor, roof, stairs, columns, beams, etc.
		Understand how all building components & services work together & simulate.
	
	Construction Documentation: Student should be able to understand
	
	    * 	Geometric representation on building objects on various views like plan,
		elevation, sections, details, etc.
	    * 	Understanding of various drafting & documentation standards & how to
		incorporate them in Cad drawings
	    * 	Understanding of large project documentation and coordination of
		multi-disciplinary projects with disperse team using IT communication tools
	
	How they are reflected in courses/units at undergraduate levels
	
		My recommendation will be as below:
		
		    * Introduction to computers & Basic 2D drafting
		    * Basic 3D modelling & Image handling
		    * Massing, area scheduling, volumetric studies, Sun Studies
		    * Working with building objects to develop a design
		    * Construction documentation & standardization
		    * Parametric building information modelling
		    * Advance 3D Modelling & Animation/ Walk through, multimedia presentations
		    * Project coordination & planning, quantity take-off, estimation
	
	Postgraduate areas of specialization (now and 5-10 years horizon)
	
	Place/structure of research degrees (useful, necessary, ...)
	
	Teaching/research quality assessment frameworks
	
	Infrastructure and staffing (academic/technical) issues
	
		Most of the time industry s/w is developing at vary fast pace & there are few
		dedicated faulty for CAD, thus lot of industry / school interaction is required
		to bridge the gap.
	
	Expenditure / capital issues
	
		Still in most of the schools computers are restricted to CAD labs, whereas they
		need to move into each design studio & this can’t be done from the student fee
		itself.
		
		Mechanisms for sharing ideas and resources (Internet, Open courseware, Open
		source)
	
	Chakresh Jain
	Delhi, India