Conference Session

Structural Education Methods

Collection

2009 Annual Conference & Exposition

Authors

Anne Nichols, Texas A&M University

Tagged Divisions

Architectural

ReviewAbstractCalibrated Peer Review (CPR™) is a web-based software tool for incorporating writingassignments in courses that are not typically writing intensive. The goal is for students to writeand critique the work of their peers on technical topics by learning to calibrate writing samplesand anonymously reviewing a subset of their classmates writing assignments, freeing theinstructor from the time consuming task of grading every student’s work.This tool was used for two terms in a required architectural structural systems course in theMaster of Architecture graduate program at Texas A&M University. The intended studentlearning outcomes were improved written communication of structural knowledge onassessments, particularly essay exam questions, and in a

Conference Session

Beneficial Case Studies in AEC Education

Collection

2009 Annual Conference & Exposition

Authors

Joseph Betz, State University of New York

Tagged Divisions

Architectural

AC 2009-428: ASSESSING CREATIVITY IN ARCHITECTURAL DESIGN:EVIDENCE FOR USING STUDENT PEER REVIEW IN THE STUDIO AS ALEARNING AND ASSESSMENT TOOLJoseph Betz, State University of New York Joseph A. Betz is an architect and Professor in the Department of Architecture & Construction Management at the State University of New York College of Technology at Farmingdale. He received his undergraduate and professional degrees in architecture from the Rensselaer Polytechnic Institute and his post-professional degree in architecture from Columbia University. A recipient of the SUNY Chancellor's Award for Excellence in Teaching, he has served as both national Program Chair and Division Chair of the

Conference Session

Beneficial Case Studies in AEC Education

Collection

2009 Annual Conference & Exposition

Authors

Edmond Saliklis, California Polytechnic State University; Robert Arens, California Polytechnic State University; Joseph Hanus, United States Military Academy

Tagged Divisions

Architectural

architecture critique, many of the issues brought up by jurorsand by the student peers appeared to touch on relatively high level concepts in Bloom’sTaxonomy of Learning. The taxonomies are a language that is proposed to describe theprogressive development of an individual’s cognitive understanding of material.Thus, this paper began as an exploration of the thesis that Architecture faculty are comfortablemoving up and down the continuum of Bloom’s Taxonomy, whereas Civil Engineering facultytraditionally move up from the lowest levels of the taxonomy and they are challenged to reachthe higher levels with their students.The purpose of this paper is to review the literature that might support this thesis, and torecommend how Civil Engineering faculty