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

”from the ground-up, as one would build a building. However, the authors have come toappreciate that a different model, and potentially a more fruitful and pedagogically sound model,can be created by emulating the best practices from Architecture programs.PART 2 Undergraduate Architecture Studio:In his influential book Educating the Reflective Practitioner (1987), Donald Schön, argues thatprofessional education should be centered less on developing a specific set of skills in studentsand more on their ability to reflect first, then act in situations where established theories may notapply. He addresses the implications of the “ground-up” approach to educate Civil Engineersmentioned above, when he writes, “Civil engineers know how to build roads

Conference Session

Professional Practice and AEC Education

Collection

2009 Annual Conference & Exposition

Authors

Suining Ding, Indiana University-Purdue University, Fort Wayne

Tagged Divisions

Architectural

collaborative studio was assessed by two approaches.One is final oral presentation and the other one is final project evaluation. Four assessmentelements were used for the oral presentation. They are technical content, clarity, visual materialsand response effectiveness. Five assessment elements were used for final project evaluation.They are composition, graphic presentation, professionalism, functionality and synthesis. Basedon the data analysis, it is clear that engaging practitioners in a collective studio can solve thedesign problems from more technical and professional perspectives. One significant findingemerged from this analysis reflected the strong correlation between technical content and designoutcomes.Statement of PurposeIntroduction of

Conference Session

Instructional Innovations in AEC Education

Collection

2009 Annual Conference & Exposition

Authors

Stan Guidera, Bowling Green State University

Tagged Divisions

Architectural

, engineering, and project delivery. There has been “an extension of the formalfreedom in architecture” [2]. Writing on the topic of “Engineering Form”, Kloft stated that “theemerging digital design and production environment, combined with new materials and moderntechnologies, makes possible unprecedented challenges in the repertoire of formal language”adding that “boldly curved shapes, a few years ago thought of as unrealizable and thought of aspure fantasies, can now be built.”These advances reflect contemporary discourse in architecture, which has seen a shift towards amore topological conception of form and towards non-Euclidean shapes and non- discretevolumes that would have been inconceivable without advanced computational tools [3] [4

Conference Session

Instructional Strategies in AEC Education

Collection

2009 Annual Conference & Exposition

Authors

Ahmed Megri, University of Wyoming

Tagged Divisions

Architectural

wall enclosures to identify specific ratings and their limits (i.e., smoke partitions, smoke barriers, one, two, four-hour ratings, and 2/3/4-fire walls) (show on life safety plan and all floor plans.). Provide any fire-resistance rated wall, column, beam, floor/ceiling, roof/ceiling assemblies, fire rated head-of-wall joints, curtain walls, and fire stopping penetrations through fire rated construction. Provide details in their entirety, including design illustrations and material specifications (use the UL Directory). Provide a reflected ceiling plan showing lights, diffusers, exit sign, sprinkler heads, smoke detectors and emergency lights, etc. International Building Code design philosophy is based on a prescriptive

Conference Session

Instructional Innovations in AEC Education

Collection

2009 Annual Conference & Exposition

Authors

Kevin Dong, California Polytechnic State University

Tagged Divisions

Architectural

finalsolution.At the end of the term, students provide a “reflective essay” that provides a means for students toprovide feedback regarding this assignment. Students typically comment about the varyinglanguages that separate the three disciplines, different motivations that sometimes clashed, andan initial awkwardness in working together. Every student in the class recognized the value ofworking collaboratively, but few understood the intricacies of working across disciplinary linesat this stage of the class. And this was the intent of the assignment, to blur the lines betweendisciplines and to begin the process of an integrated design approach.Module Two: The Precedent StudyThe next module deals with expanding the student’s knowledge and exposure to

Conference Session

Professional Practice and AEC Education

Collection

2009 Annual Conference & Exposition

Authors

Mahmoud Alahmad, University of Nebraska, Lincoln; Jamie Tills, University of Nebraska, Lincoln; Steven Swanson, University of Nebraska, Lincoln

Tagged Divisions

Architectural

slightly biased towards an active learning style over reflective learning. Page 14.755.4 Figure 1: Processing - Active versus Reflective2.2 – PerceptionThe second dimension is perception where most students may be classified as eithersensing or intuitive. A sensing learner likes consistency in their coursework and tends tobe careful and practical. A surprise on a test such as material that was not covered inclass is a particular dislike of this group. They prefer to perform a few standard routinecalculations rather than one big

Conference Session

Instructional Strategies in AEC Education

Collection

2009 Annual Conference & Exposition

Authors

Muhammad Ghatala, Gulf States Inc.; Sang-Hoon Lee, University of Houston; Lingguang Song, University of Houston

Tagged Divisions

Architectural

the time that will be taken by a laboror equipment resource, hired from the respective supplier, to complete one job unit of work.Hence from Table 2, a labor or equipment resource hired from Blue Diamond Suppliers wouldtake 20 minutes to complete one job unit of work while a resource hired from Green DayProviders would take 28 minutes to complete the same unit of work.In addition to suppliers, grades are also introduced from A through E. These grades reflect thereliability rating or variability of the productivity factor of the resource hired. Table 3 shows thereliability rating for Blue Diamond Suppliers and the resulting variability in minutes. Since aresource must be hired by specifying the supplier and grade in the game, reliability

Conference Session

Instructional Innovations in AEC Education

Collection

2009 Annual Conference & Exposition

Authors

Mary Ann Frank, Indiana University-Purdue University, Indianapolis; David Cowan, Indiana University-Purdue University, Indianapolis; Michael Boyles, Indiana University-Purdue University, Indianapolis; Jeffrey Rogers, Indiana University-Purdue University, Indianapolis; Keith Goreham, Indiana University-Purdue University, Indianapolis; Jatmika Suryabrata, Gadjah Mada University, Indonesia; Yulyta Kodrat, Indonesian Institute of the Arts

Tagged Divisions

Architectural

Page 14.1350.7distribution. The same limitations of available lighting equipment information pertain to otherconditions of Flynn’s room that may affect the viewing experience; room dimensions, furniture,and finishes. Secondly, since the simulation was viewed on computer monitors in two-dimensions, other variance factors may be introduced such as ambient lighting and luminanceconditions in the viewing environment, possible veiling reflections from the monitors, andcalibration settings in the equipment. In addition, Flynn’s group of research participantsgenerated subjective data more than 30 years prior to the later participants in the lightingsimulation. As well, the two groups of participants are distinct from each other and of

Conference Session

Beneficial Case Studies in AEC Education

Collection

2009 Annual Conference & Exposition

Authors

Joseph Betz, State University of New York

Tagged Divisions

Architectural

results. Mostimportantly, it challenges us to reflect on how we come to determine grades if the students areunable to collectively concur with our assessment process. The concluding question asks, is thisproposed model correct and if so, does it have the necessary pedagogical components for moremature student centered higher learning in the classroom?ReferencesAlbert, R.S. (1975). “Toward a behavioral definition of genius.” American Psychologist, 30, pp. 140-151.Alexander, C., Ishikawa, S. & Silverstein, M. (1977). A Pattern Language: Towns, Buildings, Construction. New York: Oxford.Alexander, C. (1964). Notes on the Synthesis of Form. Cambridge, MA: Harvard University Press.Amabile, T. M. (1983). “The social psychology of creativity: a

Conference Session

Structural Education Methods

Collection

2009 Annual Conference & Exposition

Authors

Hector Estrada, University of the Pacific; Luke Lee, University of the Pacific

Tagged Divisions

Architectural

. Student comments for this question were positiveregarding the effectiveness of the tools. However, these scores are low compared to those from otherstructural engineering classes the authors teach. This may reflect the fact that this material is moredifficult to grasp compared to material covered in other structural engineering courses.III. Overview of multi-degree-of-freedom (MDOF) system seismic analysis (ModalResponse Spectrum Analysis Method)The process for determining the maximum response of a MDOF system to a seismic load basedon the modal response spectrum analysis can be readily performed using a canned structuralanalysis computer program such as RISA 3D. Unfortunately, to properly computationally modela structural system, engineers must