Dustin Headley

Digital fabrication has suggested the supplanting of labour via robotics since it affords substantial increases in speed and accuracy in the development of architectural components. This potentiality might offer solutions for architectures on the verge of extinction due to vanishing skilled labour. This research investigates the possibilities of using new manufacturing techniques to replace the historic artisans with digital master craftsmen, specifically re-developing the Mashrabiya. The work looks at several case studies in architecture and 3D printing; bridging the gap between historically relevant climactic design strategies and digital or parametric design and fabrication. This paper concludes with a summary of a parametrically developed Mashrabiya screen system developed by the authors that is programmable based on core criteria found in the archetype and is currently being explored for product development. The work contributes to the developing body of knowledge surrounding t...

This paper frames preliminary explorations in the process of connecting new designers in an online, distance learning environment, developing strategies for distance education and collaboration. The research seeks to better understand the multifaceted issues developed by the loss of in-class face time in relation to growing global communities and education systems. The involved authors have begun to explore the complexities of not only communicating technical knowhow as it relates to design (both in terms of building systems and software instruction) but also at engaging the loss of the physical studio interactions. There has been substantial study regarding the efficacy of online instruction as it pertains to general subject matter, however, study into specific relationships and interactions in the design process remain fertile ground for research (Harrison, 2015). The authors are exploring remote technological solutions to support the behavioural dimension that in-class interactio...

This paper discusses the results of a first year undergraduate design project that explored hand graphic representation, design process, and student evaluation through rule‐based algorithmic spatial development. Each student was asked to engage design through a variety of frameworks:
1. Representational, all drawings through the entire course of the project were compressed into one 18”x18” Palimpsest drawing, layering information for design process dissemination as well as one cleanly constructed final physical model.
2. Procedural, each student developed a rule based algorithmic system for building complexity from simple geometric modifiers;
3. And Conceptual, each student was challenged to look at the role of drawing in relation to physical model building;

Students were presented the work of both Perry Kulper and Brian Cantley, each of whom look at representation as a vehicle of exploration which describes the process; that design results are only as valuable as the rigor of their exploration.  The work seeks to question not only the process by which first year education is developed but also how the work is evaluated. Instead of evaluating the quality of the drawing technique (ie, line weight, scale, etc.) and their ability to deliver on a check list of required drawings, students were evaluated based on the
clarity of the representation in describing the process for developing the final physical construction. Each was challenged to develop representation that can be interrogated and interpreted by others; that specific information needs to be communicated to specific groups. In this scenario the techniques and drawing types become the vehicle for explaining the design process narrative instead of exercise type deliverables. Through this methodology, students were required to think critically about representational techniques, understanding what information each drawing type communicates. The following are the process and results for this two week design studio project.

This paper discusses parametric design systems integration in the design studio as a mechanism for improving parametric design thinking among architectural design students at a second year under-graduate level. The merits of parametric design processes within architectural design practice have been discussed at length and are well established. Their ability to improve productivity, create adaptive design models and inform complex design systems continue to evolve and are useful for the quantification and comparison of variables in complex design systems. However, these processes are nuanced in their development, requiring great expertise. Additionally, a clear understanding of the variables that effect design is implicitly established. This represents a significant problem for the developing design student. Both the technical expertise and time required to generate a functioning and informed parametric system makes success near impossible. These issues are compounded as the student’s design thinking skillset is still in development. As a result, students do not absorb the value of parametric design thinking, a fundamental design approach, limiting their understanding of these processes. The following is the results of an eight week design studio project aimed at enabling technical engagement of instruments involved in parametric design and developing an understanding of parametric design processes.