Conference Session

Technical Issues in Architectural Engineering I

Collection

2006 Annual Conference & Exposition

Authors

Claire Shigekawa, North Carolina State University

Tagged Divisions

Architectural

2006-1175: A CAREER IN BUILDING DESIGN - EDUCATION IN CIVILENGINEERING VERSUS ARCHITECTUREClaire Shigekawa, North Carolina State University Claire Shigekawa is a sophomore University Honors and Park Scholar majoring in civil engineering and minoring in art and design at North Carolina State University. Page 11.9.1© American Society for Engineering Education, 2006 A Career in Building Design: Education in Civil Engineering versus ArchitectureAbstractIn the construction profession, the trend in “transprofessional” discipline practice thatcombines structural engineering and architecture has gained

Conference Session

Teaching Innovation in Architectural Engineering I

Collection

2006 Annual Conference & Exposition

Authors

Suzanne Bilbeisi, Oklahoma State University

Tagged Divisions

Architectural

students are typically visual learners, drawnto this profession because of a desire to design and bring order to a visual field of information.Most begin this career path, however, with very little knowledge of current architecture andarchitectural engineering practice. Though teaching via a case study method has been utilized formany years in the medical and legal fields, its application as an educational process for thearchitectural field demonstrates increasing merit. In the highly visual “Introduction toArchitecture” course, students are stimulated to understand how actual architects and engineershave grappled with the various graphic conventions, fundamental ordering systems, visualprinciples, and design processes as they relate to the

Conference Session

Technical Issues in Architectural Engineering I

Collection

2006 Annual Conference & Exposition

Authors

Jeanne Homer, Oklahoma State University

Tagged Divisions

Architectural

. Many architecture studentstend to defer the required analysis of their design, and many AE students avoid extensiveexploration. However, as its name suggests, the Comprehensive Studio must integrate bothreason and intuition, or technology and design.Architecture and Architectural Engineering ProgramsOur Architecture and Architectural Engineering (AE) programs are five-year professionalprograms. Professors of each program work closely together in designing and teaching bothcurriculums. The curriculums are virtually identical during the first two years allowing studentsto experience the core issues of both programs before making a career choice. AE students takefive design studios along with architecture students (See Figure 1).ARCHITECTURAL

Conference Session

Technical Issues in Architectural Engineering I

Collection

2006 Annual Conference & Exposition

Authors

John Phillips, Oklahoma State University

Tagged Divisions

Architectural

, utilizingalternate methods to arrive at the final course assessment. For the comprehensive design studio,there are many facets that the students must be taught, and it is up to the instructors to make sure Page 11.244.2the students are given the resources to be able to accomplish what is required in the studio.Through assessment, we can evaluate how we are doing at providing the students theseresources, allowing the faculty to make changes to the course to better the student’s educationalexperience.The comprehensive design studio is the culmination of a student’s career at Oklahoma StateUniversity, and occurs during the last semester of the architectural

Conference Session

Practice/Partnership/Program Issues

Collection

2006 Annual Conference & Exposition

Authors

Edmond Saliklis, California Polytechnic State University

Tagged Divisions

Architectural

ofundergraduate research. The most significant factor motivating faculty to involveundergraduates in their research programs was the desire to influence the careers oftalented young students. This desire to work with and help aspiring undergraduatestudents is noble and altruistic. If junior faculty can mentor such projects with a resultingattainment, (for instance a refereed paper or conference proceeding), such research istruly a “win-win” situation. This paper will suggest methods of reaching this noble goal. One set of beneficial guidelines has been provided by Thompson et al. in theirvery interesting and highly structured approach for teaching undergraduate researchers to

Conference Session

Technical Issues in Architectural Engineering I

Collection

2006 Annual Conference & Exposition

Authors

Kevin Dong, Cal Poly-San Luis Obispo; Thomas Leslie, Iowa State University

Tagged Divisions

Architectural

Page 11.375.8 Table 1: Summary of Student EvaluationsStudents felt the collaborative design experience better prepared them for their career in theconsulting business and appreciated the challenge of complex structures and architecturalconstraints. But most of all, they all re-iterated the work it took to communicate to anotherdiscipline. This was a positive experience for the students and the two hallmark learningoutcomes for the class were addressed: • Communication skills were further developed when they found themselves teaching other students and themselves about load path, stability, seismic design, and constructability and when you are forced to coordinate with someone 2000 miles

Conference Session

Teaching Innovation in Arch Engineering II

Collection

2006 Annual Conference & Exposition

Authors

Stan Guidera, Bowling Green State University

Tagged Divisions

Architectural

motivation, career clarity, enhanced employability, andvocational maturity, and employers by providing labor force flexibility, enhancedrecruitment/retention of trained workers, and a mechanism for providing input into curricula [3]. Page 11.793.2However, cooperative education has also been criticized for “the lack of well-done research thatempirically demonstrates these benefits” [4] and has also been criticized for placing too muchemphasis on placements rather than learning, and for its emphasis and focus on administration,logistics, placements, and procedures [5].Another criticism, particularly relevant to educators in technical fields with highly