Conference Session

Technical Issues in Architectural Engineering I

Collection

2006 Annual Conference & Exposition

Authors

Claire Shigekawa, North Carolina State University

Tagged Divisions

Architectural

prominence and the line thatseparates the different roles in the construction industry has already become blurred. Thetwo professions are so interrelated that the industry values a background in both fields.Increasingly more universities across the country and the world have an ArchitecturalEngineering curriculum. However, most existing programs emphasize training inArchitectural Engineering with significantly less emphasis placed on structuralengineering. In this report, I devised an undergraduate curriculum(s) at NC StateUniversity to build a professional career in building/bridge design with strong emphasisin both the structural as well as the architectural aspects. This plan may serve as a modelfor programs interested in a similar training path

Conference Session

Technical Issues in Architectural Engineering II

Collection

2006 Annual Conference & Exposition

Authors

Margaret Bailey, Rochester Institute of Technology; Erin George, Rochester Institute of Technology

Tagged Divisions

Architectural

industry or an academic client. There are a wide range of projects available tostudents, and all stages of the projects are completed from introductory information given by thesponsor, development of possible design concepts, selection of final concept, analysis andcompletion of final prototype. In the following paper, the capstone design project process ispresented from a student perspective, including a breakdown of the twelve-step process used bythe design groups, a course assessment from the student team, as well as details of a specificproject as it pertains to the various phases of design. The project involves the development of aretrocommissioning (RCX) test plan for evaluating an existing air handling unit (AHU) on acollege campus, in

Conference Session

Practice/Partnership/Program Issues

Collection

2006 Annual Conference & Exposition

Authors

David Batie, East Carolina University

Tagged Divisions

Architectural

author received a university sponsored Teaching Fellowship tocreate a collection of 3D construction plans, images and details of the building project utilized inthe Architectural Plans and Analysis class taught in the author’s Construction Managementprogram. The SketchUp program was investigated and determined to be user friendly 3Dimaging software that was ultimately employed to create the images.The author met with all instructors of the class to determine the most relevant detail drawingsthat students would need to better understand the basic 3D aspect of construction. From that list,emphasis was placed on understanding 1) civil grading and utility placement, 2) buildingfoundation placement and reinforcement, and 3) wall and roof

Conference Session

Practice/Partnership/Program Issues

Collection

2006 Annual Conference & Exposition

Authors

Daniel Davis, University of Hartford

Tagged Divisions

Architectural

experiences. This variety of people and experience makes the meetingsmuch more productive and the board much more effective. Finding and attracting the rightoutside advisors is not as easy as it seems, and it is not always possible to cover every area with aparticular group of advisory board members. Regardless of who is on your board, it is importantthat they can be relied upon for good advice and direction.Advisory Board FundamentalsMany university programs are now beginning to discover that an advisory board can serve as avaluable complement to the program’s leadership team. In today’s increasingly complex andcompetitive world, the proliferation of advisory boards is helping university programs developspecific plans with clear and effective

Conference Session

Teaching Innovation in Architectural Engineering I

Collection

2006 Annual Conference & Exposition

Authors

David Cowan, Indiana University-Purdue University Indianapolis

Tagged Divisions

Architectural

Elements Page 11.161.4 Group 3: Exterior Façade Group 4: Roof Group 5: Interior Plan Upon returning to the classroom, the groups shared their data. The instructor thenlectured on how to create a set of as-built working drawings from the data collected on site. As-built details and a wall section of the existing structure were developed by the students tographically record the site data and to serve as a bench mark for future renovations. Thisexercise was also intended to introduce the students to commercial construction methods andmaterials and methods of documenting this information graphically. Each student created

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

collaborativework between design disciplines (as at the University of Illinois, where an annual joint studio forEast St. Louis pulls together landscape, urban planning, and architecture students) or betweenengineering students (for instance Drexel’s Geometric and Intelligent Computing Laboratory) arecommon, the difficult boundary between design and engineering is a difficult one to cross. Wesought to introduce students to both the creative friction that naturally arises between the two,and to offer opportunities to understand the potential for overcoming this and working as abroadly-based team.As we developed the class in more detail, the project became a vehicle to promote additionalcritical working skills. It became apparent that the first two learning

Conference Session

Teaching Innovation in Architectural Engineering I

Collection

2006 Annual Conference & Exposition

Authors

Suzanne Bilbeisi, Oklahoma State University

Tagged Divisions

Architectural

subject matter, and the related student assignments are: Page 11.836.2Architectural Graphic Communication SeriesCase Study 1 – Introduction to drawing types and their purposes, illustrated by the drawingsutilized by the New York architect Richard Meier in the design and communication of the GettyCenter complex in Los Angeles, California.Getty Center Rotunda Sketch Getty Center Rotunda Axonometric Getty Center Rotunda PerspectiveThe major communicative drawings – 2D orthographic projections such as plans, elevations, andsections, and 3D drawings such as paralines and perspectives – are part of a presentation packagewhose purpose is to

Conference Session

Technical Issues in Architectural Engineering II

Collection

2006 Annual Conference & Exposition

Authors

Christopher Jarrett, Georgia Institute of Technology

Tagged Divisions

Architectural

primary force behind the work of various leaders in the ecological design community[1]. Gravity and the second law of thermodynamics set the stage for disseminating a vast arrayof scientific principles. Energy is plotted. Solar angles are graphed. Thermal flows are mapped.These science-based principles are fundamental to producing new green technologies andvarious shades of green in the plans and sections of our buildings [2]. And the science behindthe environment continues to prosper. The challenge in architectural education however hasbeen the development of more inclusive, creative, even conflictive understandings of ecologyand environmental design that expand beyond the germane integration of environmental scienceprinciples and new green

Conference Session

Teaching Innovation in Arch Engineering II

Collection

2006 Annual Conference & Exposition

Authors

Erich Connell, East Carolina University; David Batie, East Carolina University

Tagged Divisions

Architectural

teaching. There is a need for flexibility, adaptability andpreparation for unexpected situations not common in the traditional classroom space.Online instruction has to connect with the student even though the student and faculty arenot physically present in the same place. Faculty must be prepared to change theirapproach if the connections are not made or broken, as in the case of technology failureor passive student behavior. Faculty should have a contingency plan with ready madealternative methods of communication and instruction in the event of failure. Thisapproach requires additional time and should be factored when planning to teach anonline course (Young, 2003). Cell phones, chat rooms, emailed PowerPointpresentations, voice over IP

Conference Session

Teaching Innovation in Architectural Engineering I

Collection

2006 Annual Conference & Exposition

Authors

Christine Theodoropoulos, University of Oregon

Tagged Divisions

Architectural

the support of FEMA,funded the development of a number of modules of a slide show directed toarchitects, predominantly related to the FEMA publications on the NEHRPProvisions for New Buildings and the publication on the Seismic Rehabilitation ofExisting Buildings. These presentations have been given to a number of AIAcontinuing education classes but have had limited reach into the required curriculain schools of architecture.In 1995, following the great Hanshin-Awaji Earthquake, NSF funded a team fromthe American Institute of Architects (AIA), in cooperation with the Japan Instituteof Architects (JIA), to visit Kobe to focus on architecture and planning issues ofreconstruction. Subsequently, in 1996 a joint AIA/JIA workshop was held

Conference Session

Teaching Innovation in Arch Engineering II

Collection

2006 Annual Conference & Exposition

Authors

Joseph Betz, SUNY-College of Technology

Tagged Divisions

Architectural

hidden parts of the design process. We still teach freshmen hand drawingnot because we think the skill of drafting is important but because we recognize the importanceof thinking through the process of plan, section, elevation, and axonometric without themediation of technology. Thinking with just a pencil in many ways is an extension of our fingersand hands and in this sense is completely transparent. McCleary’s example gives us a clear ideaof how technology mediates our experience and transforms the process so the parallels appliedseem clear to us in the design development process in architecture. An example of CAD designautomation here is the auto-roof design featured on Autodesk® Architectural Desktop 3.3. SeeFIGURE 1: Time Comparison of

Conference Session

Technical Issues in Architectural Engineering II

Collection

2006 Annual Conference & Exposition

Authors

Suining Ding, Indiana University Purdue University-Fort Wayne (Eng)

Tagged Divisions

Architectural

anticipated that the results of assessment will be used for future courseimprove ment and cross-culture studies.Introduction This course covers a wide range of subject matters from cultural impact on humanbehaviors to space perceptions and designs. The comparisons are focused on several topics suchas palace architecture, houses, gardens, temples/churches, city planning of the Eastern and theWestern. The comparisons were between same types of buildings that were built during the sametime period. Since it is very hard to find a textbook, which covers all subject matters in thiscourse, writing a student manual becomes the first task. The student’s manual was developedbased on the course syllabus total about sixty pages. Each part of the manual

Conference Session

Technical Issues in Architectural Engineering I

Collection

2006 Annual Conference & Exposition

Authors

Jeanne Homer, Oklahoma State University

Tagged Divisions

Architectural

thefirst two phases, and formal professional juries mark the transitions from one phase to another.The calendar allows the rare opportunity for students to respond to jury comments throughdesign revisions. The schematic design phase is five weeks, design development is five weeks,and design documentation lasts four weeks. Handouts are distributed and seminars occur weeklyto provide additional information and requirements as the designs progress. Faculty teamworkand planning are important to address tight time constraints for this interdisciplinary studiocourse.The faculty typically establishes a 20-30,000 SF project program that offers a variety offunctions for both planning and structural complexity. It is required that the design must be atleast

Conference Session

Teaching Innovation in Architectural Engineering I

Collection

2006 Annual Conference & Exposition

Authors

Franca Trubiano, Georgia Institute of Technology

Tagged Divisions

Architectural

Templates Fig. 18. Plan layout of the plaster pour Fig.19. Folded paper mock up for the prior to being folded to make the mold. formwork and the final structure. Page 11.1303.8Fig. 20. Failed plaster pour Fig. 21. Failed plaster pour Page 11.1303.9 Figs. 22 -23 Plaster pours using Styrofoam moldsIn the second exercise, “Part Two – Aggregated Castings – Pre-cast Concrete”, students wereasked to research the relationship between pre-cast concrete construction units, methods of theirassembly, and a range of volumes which such

Conference Session

Practice/Partnership/Program Issues

Collection

2006 Annual Conference & Exposition

Authors

Edmond Saliklis, California Polytechnic State University

Tagged Divisions

Architectural

architectural engineering undergraduate research projects:1. The student should have a clear understanding of the goals of the project and a welldefined list of what constitutes a finished project. This clearly requires planning on the faculty member’s part. While this item mayseem obvious, it is easy to avoid actually writing down a list of attainments that wouldconstitute a finished project. Yet, articulating such a list is important for the facultymentor when designing the project, and of course the list is extremely useful to thestudent. For example, if the project is a finite element model of a historically significantstructure, a list may entail

Conference Session

Technical Issues in Architectural Engineering II

Collection

2006 Annual Conference & Exposition

Authors

Steven O'Hara, Oklahoma State University; Khaled Mansy, Oklahoma State University

Tagged Divisions

Architectural

case of testing models outdoor, wind, rain, continuously-moving sun, and continuously-moving clouds are detrimental factors that prevent any testing. Figure 6 b: Geodesic Dome (elevation)Figure 6 a: Geodesic Dome (plan) Figure 6 c: Laboratory setup, showing outer and inner concentric domes; and the heliodon.Figure 7: The tilting table heliodon. Figure 8: The star effect as seen in the daylighting lab in Cardiff University, UK