Integrating Building Sciences Courses As an Integrated Project

Reza Foroughi

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Conference: 2021 ASEE Virtual Annual Conference Content Access
Location: Virtual Conference
Publication Date: July 26, 2021
Start Date: July 26, 2021
End Date: July 19, 2022
Conference Session: Architectural Engineering Division Poster Session
Tagged Division: Architectural Engineering
Page Count: 2
DOI: 10.18260/1-2--37356
Permanent URL: https://peer.asee.org/37356
Download Count: 230

Paper Authors

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Reza Foroughi Appalachian State University orcid.org/0000-0002-7635-3043

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Dr. Foroughi has a Ph.D. in Architectural Engineering from Penn State University. He is currently an assistant professor of Building Sciences at Appalachian State University.

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Abstract

As technology influences the world, the designing and constructing of buildings become more complicated. Technology helps us to create more efficient and comfortable spaces known as high-performance buildings. Designing a high-performance building requires a variety of building science knowledge. Building sciences are rapidly growing, and integrating knowledge and skill is strongly recommended and required in the Architectural, Engineering, and Construction (AEC) industry. As it is stated, the future of efficient and smart buildings depends on the integrated knowledge of the future AEC workforce and experts. The best way to achieve this is not only to educate our students about the integrated project methods but also to practice it in an innovative pedagogical model. In this study, three building sciences courses including Architectural Studio IV, Integrated Project Design and Delivery, and Integration of Energy and Building Systems are combined to provide hands-on learning and practice integrating methods. In this process, several collaborative (CoLABs) projects are designed to achieve the goal of study. The CoLABs projects are designed to achieve a high-performance exterior wall for a classroom of a K-5 elementary school in Watauga County, NC. The projects start with Request for Qualification (RFQ) and Owner’s Project Requirement and end with complete Design Documents of an innovative exterior wall assembly. To improve the level of collaboration several Big Room meetings are arranged. The students have worked in separate groups to collaborate and also compete with each other. In this study, the methods and concepts used in the integration process are discussed and presented. The results show that the students learned and applied several collaborative strategies including decision making, learning organization, and process knowledge while improving the quality of their projects. In addition, many lessons were learned from this collaborative pedagogical activity. These lessons will help instructors increase the effectiveness of student collaboration and improve the learning outcomes of the building sciences courses by applying the backward design strategy in the future.

Citation
Format

Foroughi, R. (2021, July), Integrating Building Sciences Courses As an Integrated Project Paper presented at 2021 ASEE Virtual Annual Conference Content Access, Virtual Conference. 10.18260/1-2--37356

TY - CPAPER
AB - As technology influences the world, the designing and constructing of buildings become more complicated. Technology helps us to create more efficient and comfortable spaces known as high-performance buildings. Designing a high-performance building requires a variety of building science knowledge. Building sciences are rapidly growing, and integrating knowledge and skill is strongly recommended and required in the Architectural, Engineering, and Construction (AEC) industry.
As it is stated, the future of efficient and smart buildings depends on the integrated knowledge of the future AEC workforce and experts. The best way to achieve this is not only to educate our students about the integrated project methods but also to practice it in an innovative pedagogical model.
In this study, three building sciences courses including Architectural Studio IV, Integrated Project Design and Delivery, and Integration of Energy and Building Systems are combined to provide hands-on learning and practice integrating methods. In this process, several collaborative (CoLABs) projects are designed to achieve the goal of study.
The CoLABs projects are designed to achieve a high-performance exterior wall for a classroom of a K-5 elementary school in Watauga County, NC. The projects start with Request for Qualification (RFQ) and Owner’s Project Requirement and end with complete Design Documents of an innovative exterior wall assembly. To improve the level of collaboration several Big Room meetings are arranged. The students have worked in separate groups to collaborate and also compete with each other.
In this study, the methods and concepts used in the integration process are discussed and presented. The results show that the students learned and applied several collaborative strategies including decision making, learning organization, and process knowledge while improving the quality of their projects. In addition, many lessons were learned from this collaborative pedagogical activity. These lessons will help instructors increase the effectiveness of student collaboration and improve the learning outcomes of the building sciences courses by applying the backward design strategy in the future.

AU - Reza Foroughi
CY - Virtual Conference
DA - 2021/07/26
PB - ASEE Conferences
TI - Integrating Building Sciences Courses As an Integrated Project
UR - https://peer.asee.org/37356
DO - 10.18260/1-2--37356
ER -