DSGN 341: Architectural Design 1 // Fall 2008-2011
Course Description: Introduction to the principles and methods of spatial design analysis and synthesis processes. Development of skills for two- and three-dimensional design with emphasis on abstraction, transformation and composition.
Teacher Evaluations
Selected Student Comments
- Brandon does enjoy his field of work. He is knowledgeable about architecture, and brings a different perspective to the class than other teachers. He is helpful to students during class. (Fall 2008)
- Brandon is interested in his students and is willing to go over the material until it is well understood. He is also relatable and that is refreshing. (Fall 2008)
- Brought a strong background into the subject area and was willing to help students thoroughly with processes on the project. (Fall 2009)
- You have gotten MUCH better about scheduling and deadlines. It is helpful to students to understand the pace they need to be working at. (Fall 2009)
- Even though it was frustrating at times, the fact that he made us look up and research our questions ourselves made what we learned more rewarding. He always pointed us in the right direction, and then let us discover the solutions ourselves. This was a great way to make us more dependent and gain necessary research skills. (Fall 2009)
- He wanted his students to not only understand the project, but the concept and significance behind it. (Fall 2010)
- He walked around to each of the students and made sure to give each person input on their design process and ideas. If something wouldn’t work, he gave us ideas to improve our structure but never forced us to take his advice. (Fall 2010)
- You’re actually my favorite professor in the design department because you explain yourself well and let us know what to expect. Thank you for making one of my classes easy to understand. It keeps the challenge of the class where it is supposed to be: coming up with a unique design and putting it into a theoretical space. (Fall 2010)
- Brandon obviously cares a lot about his students and helping them learn. (Fall 2010)
- The instructor was very knowledgeable in the subject of the course and able to teach us how to work efficiently with the software required. (Fall 2011)
- He’s very caring and outgoing. I feel that he genuinely enjoys his students and what he does. (Fall 2011)
- Make the students have more smaller due dates with the larger projects. (Fall 2008)
- Make students more aware of what is expected to be turned in in a timely manner. Make students aware of how each part of every assignment is weighted in terms of grading. (Fall 2008)
- Make your expectations from the class extremely more clear in the beginning. Give students a better understanding of how you grade. (Fall 2008)
- Explain the expectations of assignments more clearly and reason for giving grade given. (Fall 2008)
- I have seen in this class, as well as his others, that the projects are of lower quality due to his lack of clear instructions and not planning well when things are due and how much time is allotted. (Fall 2008)
- Course should focus more on fundamental knowledge of architectural design and understanding of concrete skills. (Fall 2009)
- Don’t grade so hard. (Fall 2009)
- Great person, but I think you’re still learning how to be a teacher and figuring out techniques that are going to help your students. (Fall 2009)
- Make clear and constructive criticism comments on project grading reports. (Fall 2010)
- Push us further to not rely on the computer. Encourage more time spent on hand drawing, especially during the initial development but also further into the project. (Fall 2010)
- Better set requirements. (Fall 2011)
- Better communication with grades and critiques. (Fall 2011)
- The grading scale was inconsistent and harsh. (Fall 2011)
- He could better explain what his expectations are of our work as well as better explain what he wants us to turn in as our final projects. (Fall 2011)