Barker, David R
Assistant Professor - Engineering Design Technology

Curriculium Vita

  1. Assistant Professor - Utah Valley University - Orem, Utah
    1. August 2015 to Present
    2. I provide instruction to the department in Architecture.  I focus on assisting learners understand the complex nature of the software used in industry today.  We utilize Autodesk Revit and AutoCAD to produce construction drawings for buildings.  Additionally, I spend much time teaching how to compose illustrations and renderings.  Weather it be by hand or digitally, I teach how to make a building presentable for marketing or information purposes.
  1. Lead Instructor - Davis Applied Technology College - Kaysville, Utah
    1. October 2014 to August 2015
    2. I feel honored to have been the lead instructor for the Architecture and Engineering Design program at the DATC!   This is an amazing institution which offers students incredible opportunities.  This is a great place to learn and make a great life, grow your career, and make a contribution to society. I provided serious in depth instructo to students in a variety of different software platforms such as Solidworks, Revit, Navisworks, ReCap, AutoCAD, Inventor, and Sketchup.
  2. AEC Application Engineer - ProSoft - Orem, Utah
    1. July 2013 to October 2014
    2. While at ProSoft I used my rather diverse mix of experience to train corporate customers in a variety of complex tasks.  I was frequently found throughout North America consulting with Autodesk to train companies in the latest software and workflow best practices.  It was a huge privilege to be employed here and grow my capabilities.
  3. Faculty - Brigham Young University-Idaho - Rexburg, Idaho
    1. August 2008 to December 2011
    2. Taught Building Information Modeling. This course introduced the student to the use of BIM using Autodesk Revit. The scope of the course was to quickly move the student through the main features of the program and then use a series of projects (each building to the next) to practice and perfect skill sets. The final project required the student to produce a set of architectural plans for a commercial building, a series of professional quality renderings, and an animated 4D presentation.
      Taught Architectural Graphics. This course focused on creating professional digital graphics (renderings) using various software programs. Programs specifically utilized included Sketchup, Rhino, Piranesi, and 3DS Max.
      Taught Sustainable Design and Construction. An in depth study of the principles of sustainability and LEED. The intent of the course was to enable the student to successfully pass the LEED GA exam.
      Taught Architectural Design Studio. An introductory course into the basic principles of design as they relate to architecture. Included a survey of historical precedents, design theory, and contemporary approaches to design. Students were required to present a design solution to a jury. Students worked in groups to complete their designs.
      Taught Cabinetmaking. Contemporary kitchen cabinet design and construction methods. Students designed and then built cabinets.
      Taught Architectural Specifications and the Code. Students learned the requirements for modern building specifications and how the code affects building design.
  4. Intern Architect - Cooper Roberts Simonsen Associates - Salt Lake City, Utah
    1. January 2004 to August 2008
    2. While at CRSA I had the privilege to work directly with many talented architects and on some significant buildings in the Intermountain west.  I brought to the firm, my expertise in 3D computer modeling, and illustration.  Many of the renderings and presentations I produced were utilized in marketing material to pursue new work, and in communicating design intent.  I was able to grow my understanding of architecture through involvement in many designs for centers of Higher Education.  My last project I spent significant time on while at CRSA was the Mormon Battalion Visitor's Center in San Diego.

Teaching Philosophy

I believe the instruction of a student is a revered duty.  I maintain that as an educator I have the expectation to provide the utmost quality in content and experience to those who pass through the thresholds of my classroom.  I believe that the fields of architecture and engineering benefit by thoughtfully assembling collaborative teaching and learning environments to encourage student inquiry and experience.  My pedagogy aims to follow a series of "learning objectives" to ensure a quality method of delivery and student experience that will enhance student-awareness and understanding.

  • Deep Learning:  I derive much satisfaction in educating students about the various avenues the design industry may take.  With my extensive and varied background, I am able to guide students in design projects such as: architectural drawings, BIM technology, parametric modeling, mechanical projects, and civil design.  With my personal experiences from industry I use real world examples for instruction.  I seek to reach students at their level and help them grow.  Once I am able to identify areas within the grasp of student understanding, I am able to stretch and broaden their knowledge and interests.  
  • Experiential Learning:  I design all content to interest and engage students throughout the learning process.  While at BYU-Idaho, I utilized construction projects in the community to demonstrate concepts and theory.  Students researched architectural themes in common buildings and neighborhoods across the area.  I will most certainly utilize the unique environment offered at UVU, as a teaching tool, helping students love, and appreciate the environment and the profession.  Course content will allow for site visits, interviews with professionals, and opportunities to engage the public.  There is no greater teacher than experience, and I endeavor to provide exciting, meaningful, and thought provoking experiences for student growth and learning.
  • Student Preparation:  Students learn much more when they arrive to class prepared for a discussion of the content rather than a simple delivery.  I create syllabi to clearly identify course content, goals, and student expectations.  Additionally I fashion detailed schedules designed to allow students to come fully prepared to lectures or project labs.  This enables students to become proactive about their learning and consequently teaches lifelong learning skills.  Questions are deeper, and the discussions are much richer.  Students will take this approach to learning and teaching into their respective professions, also assisting in their roles as citizens and parents. 
  • Collaborative Learning:  I view Design Technology as a kind of "meeting place" for a host of disciplines.  I strive in my curriculum and instruction to convey relationships between engineering graphics and science, the arts, music, history, economics, and our environment.  My teaching methods encourage students to contribute to each other's academic growth and learning by helping them set clear goals and responsibilities to successfully finish projects.  Throughout my instruction, I provide opportunities for students to experience an integrated education with other disciplines, student groups, and working professionals.  Finally, I acknowledge the addition of distance learning technology in higher education, and attempt to replicate "in-class" methods through an online delivery, or a hybrid approach, thereby extending the value to students.  
  • Diversify Learning:  Students all learn in a variety of ways, and it is important to combine an assortment of demonstrations, lectures, discussions, and collaborative exercises.  This will in turn, reach a larger audience of learners.  In addition, learning is not complete without reflection on the course content.  In the project schedules, I allow for time in which the students may ponder different solutions or approaches to the design.  I consider assessment a learning opportunity, and tailor exams and quizzes to complement teaching.