Conference Session

Instructional Innovations in Architectural Engineering Education

Collection

2010 Annual Conference & Exposition

Authors

Pamalee Brady, California Polytechnic State University; Allen Estes, California Polytechnic State University

Tagged Divisions

Architectural

Page 15.613.6another engineering field and three had considered majoring in a science.In answer to the question – Why did you stay in the ARCE program, even though it is a rigorousstructural engineering program? - the responses give a more detailed picture of the students’attraction to the major and department. Several (4/18) commented that the challenge presentedby the rigorous program appealed to them. Students stated that they could visualize themselvesworking in the career (4/18). A number of students expressed that the path opened doors toopportunities beyond ARCE exclusively (5/19). The potential for prestige and money werementioned as reasons for staying in the program by 4 of 18 students. Four students commentedon the comfort they felt

Conference Session

Instructional Innovations in Architectural Engineering Education

Collection

2010 Annual Conference & Exposition

Authors

Ronald Miers, Western Carolina Univeristy; George Ford, Western Carolina University

Tagged Divisions

Architectural

students with problem solvingskills. Assessing situations and drawing conclusions to requests from a client is requisite for allarchitects, engineers, and construction management students. Problem resolution in a step bystep approach leading to creative development of the project outcomes leads directly into criticalthinking processes. Outcomes are based and assessed on the participation, creation, reflection,resolution and acceptance by a client. Orientation and transition of students into their careers canbe dependent on the processes undertaken in problem based learning and is relevant to the PeggyCrosby Center Project. Real life situations lend themselves to develop creative thinkers that canpresent their results in a professional manner. This

Conference Session

Instructional Innovations in Architectural Engineering Education

Collection

2010 Annual Conference & Exposition

Authors

Daniel Davis, University of Hartford

Tagged Divisions

Architectural

constantexploration of innovative design. In a collaborative, integrated and multidisciplinary setting, ourArchitectural Program provides a professional education joined with other programs. Thepractitioner-based program balances theoretical, technical, professional, and current knowledge.Students are ultimately prepared for careers in architecture and a wide assortment of otherdesign, construction, or business related professions. Architecture curriculum is by natureconnected.Many believe that learning in a compartmental fashion has never been fully successful; ourarchitecture curriculum is by its nature integrated and connected. We have found that the mostimportant element in good teaching is enabling students to think and learn on their own.However, more

Conference Session

Instructional Strategies in AE Education

Collection

2010 Annual Conference & Exposition

Authors

Michael Marsocci; P.K. Raju; Chetan Sankar

Tagged Divisions

Architectural

studies give an additional result of exposing students to an iterative design process. Thisprocess starts by fully understanding and analyzing situations. Students then must constantlycheck back on this understanding to make sure that the solutions implemented are actuallyalleviating problems. Case studies encourage input, interaction, and criticism among classmates.This is important because for some students, this might be their first teamwork experience intheir collegiate career. It enhances the abilities of students to work with others who havedifferent work execution approaches. This is especially true for longer case studies.6Working on an International Student-Led ProjectWorking in a foreign setting can produce unique problems, especially

Conference Session

Instructional Strategies in AE Education

Collection

2010 Annual Conference & Exposition

Authors

Joseph Betz, State University of New York

Tagged Divisions

Architectural

architectural and engineering students differ from general studies or liberalarts majors in that they have a more narrow focus for their career goals and associated learningobjectives. When we were students, we typically focused more on courses in the major becausewe knew that it would someday lead to a job, and so on. Assuming our instructors created awarm and inviting learning environment, how much more could they have done to motivate us inthe discipline?This paper takes Victory Vroom’s Expectancy Theory1 on motivation and applies it to a group ofundergraduate architectural engineering technology (AET) students to see what factors motivatethem to learn more and perform better today. This paper is not meant to be an in-depth scientificstudy in