Bio
Ivan Markov holds Ph.D. and M.Sc. Degrees in Structural Engineering from Cornell University. He received M.Sc. in Architecture along with specialization in Housing and B.Sc. in CEE from Belgrade University. He specialized in FR Concrete at TH Delft. Markov is now teaching at the New York Institute of Technology. Prior to that he was teaching at Bernard and Anne Spitzer School of Architecture at Manhattan, Rensselaer Polytechnic Institute in Troy, The Chinese University of Hong Kong, Cornel University, and Syracuse University. His research is focused on structural morphology, structural fragility and pedagogy. He was a research fellow at TU Eindhoven, University of Newcastle, Australia and TH Delft, Holland.
Structures
The teaching of structures to architects is challenging because of the cross-disciplinary education environment. Given that teachers are not trained to teach in disciplines other than their own, they must take up the challenge. I have developed an integrated hands-on and real-time computational model that has been well received among students. Advances in digital designs have provided additional tools yet they are limited by their 2-D nature; consequently, physical modeling remains indispensable in design studios and structure classes.
Physical models can be tested by arbitrary pushing or pulling; however, this approach can be grossly misleading. I adopted a rigorous and scientific testing method using a load-testing frame to yield more reliable and valuable information about the model behavior in a controlled environment, revealing the load–deformation curve, the nonlinearity, and the critical components. Students experience high levels of excitement at moments of model failure, thereby leading to discovery. They are fully engaged in the whole process and highly motivated to improve their designs. Besides analytical concepts and commercial software, I developed programs to offer highly visual real-time structural analyses. The learning occurs by a combination of applying basic principles, visual observations, and trial-and-error. The students demonstrate high knowledge retention gained through “gaming” and informal competition that is apparent in the design studios where structural principles are applied.
In large compulsory structure classes, students have a range of backgrounds and skills, and learn differently to one another. Pedagogy needs to recognize students’ preference for visually learning, yet also include analytical validations to build competence and prevent the repetition of existing designs. Structure courses are best taught by experts in the field and teachers with respect and appreciation for architecture. I teach Structures with a sense of reality that I practicality gained from work on construction sites, experience in full-scale load testing of structures, and design practice in buildings and bridges. This experience helps students to relate teaching to their designs.
I usually teach compulsory structural courses, each with a distinct project and objective. For example, Structure 1 focuses on a line structure, with the students designing a pedestrian bridge using mass-customized modules, parametric designs, or free-form topologies. Structure 2, in contrast, focuses on a volume structure involving materiality where the students are being challenged to design a cantilevered volume in the form of a multistory building. For both projects, the students first test the concept in order to improve the final model. Structures 3, addresses concept of shells, cable, and membrane and net systems. It concludes with seismic awareness. Architectural creativity and structural logic are both highly valued in all these courses. In addition to the required courses, I offer elective courses. Structural Morphology is research-based course and examines the performance of complex forms, emerging structural topologies, and form-finding procedures using a laser scanner techniques and state-of-the-art computer software. Conceptual Structural Systems course, I offer to CEE Department yet open also to students of Architecture, focuses on the conceptual understanding and analytical justification of advanced structural systems.
Physical models can be tested by arbitrary pushing or pulling; however, this approach can be grossly misleading. I adopted a rigorous and scientific testing method using a load-testing frame to yield more reliable and valuable information about the model behavior in a controlled environment, revealing the load–deformation curve, the nonlinearity, and the critical components. Students experience high levels of excitement at moments of model failure, thereby leading to discovery. They are fully engaged in the whole process and highly motivated to improve their designs. Besides analytical concepts and commercial software, I developed programs to offer highly visual real-time structural analyses. The learning occurs by a combination of applying basic principles, visual observations, and trial-and-error. The students demonstrate high knowledge retention gained through “gaming” and informal competition that is apparent in the design studios where structural principles are applied.
In large compulsory structure classes, students have a range of backgrounds and skills, and learn differently to one another. Pedagogy needs to recognize students’ preference for visually learning, yet also include analytical validations to build competence and prevent the repetition of existing designs. Structure courses are best taught by experts in the field and teachers with respect and appreciation for architecture. I teach Structures with a sense of reality that I practicality gained from work on construction sites, experience in full-scale load testing of structures, and design practice in buildings and bridges. This experience helps students to relate teaching to their designs.
I usually teach compulsory structural courses, each with a distinct project and objective. For example, Structure 1 focuses on a line structure, with the students designing a pedestrian bridge using mass-customized modules, parametric designs, or free-form topologies. Structure 2, in contrast, focuses on a volume structure involving materiality where the students are being challenged to design a cantilevered volume in the form of a multistory building. For both projects, the students first test the concept in order to improve the final model. Structures 3, addresses concept of shells, cable, and membrane and net systems. It concludes with seismic awareness. Architectural creativity and structural logic are both highly valued in all these courses. In addition to the required courses, I offer elective courses. Structural Morphology is research-based course and examines the performance of complex forms, emerging structural topologies, and form-finding procedures using a laser scanner techniques and state-of-the-art computer software. Conceptual Structural Systems course, I offer to CEE Department yet open also to students of Architecture, focuses on the conceptual understanding and analytical justification of advanced structural systems.