Conference Session

Curriculum Innovations in Architectural Engineering Education

Collection

2011 ASEE Annual Conference & Exposition

Authors

Gouranga Banik, Southern Polytechnic State University

Tagged Divisions

Architectural

AC 2011-2906: ETHICS: WHY IT IS IMPORTANT AND HOW WE CANTEACH IT FOR ENGINEERING AND CONSTRUCTION STUDENTS?Gouranga Banik, Southern Polytechnic State University Gouranga Banik, Ph.D., P.E. Gouranga Banik is a Professor of Construction Management Department at Southern Polytechnic State University in Marietta, Georgia. Dr. Banik completed his Ph.D. in Civil Engineering from Iowa State University. He has eleven years working experience in both private and public sector as an engineer and/or construction manager. He is a registered professional engineer. Dr. Banik has more than fourty refereed publications in the area of civil engineering and construction management. He presented some of his research in several

Conference Session

Curriculum Innovations in Architectural Engineering Education

Collection

2011 ASEE Annual Conference & Exposition

Authors

Ahmed Cherif Megri, University of Wyoming

Tagged Divisions

Architectural

Engineering Economics & Professional Ethics - 3ARE 3210 Civil Engineering Materials WB 3 18SENIOR YEAR, FALL SEMESTER 5 Structural Design Elective - 3ARE 4600 Architectural Design II O 3 ARE Mechanical Course (ARE 4330 or 4390) - 3ARE 3100 Civil and Architectural Engineering Practice - 3STAT 4220

Conference Session

Structural Education Applications in Architectural Engineering

Collection

2011 ASEE Annual Conference & Exposition

Authors

Sinead MacNamara, Syracuse University

Tagged Divisions

Architectural

ABET, the Accreditation Board forEngineering and Technology. They list a series of harmonized criteria required of anyengineering curriculum, of which one is a list of student outcomes. In an engineeringcontext a project such as the one described here has the potential to contribute to meetingoutcomes: (a) an ability to apply knowledge of mathematics, science, and engineering; (c)an ability to design a system, component, or process to meet desired needs within realisticconstraints such as economic, environmental, social, political, ethical, health and safety,manufacturability, and sustainability; (e) an ability to identify, formulate, and solveengineering problems (g) an ability to communicate effectively; and (k) an ability to usethe

Conference Session

Architechtural Engineering Eduction: Emergent Topics

Collection

2011 ASEE Annual Conference & Exposition

Authors

Ahmed Cherif Megri, University of Wyoming

Tagged Divisions

Architectural

ethics study(including preparation of a code of ethics by students), and preparation of a complete project reportthat contains all design drawings and calculations. This course also involve leadership and oral andwriting components as part of their learning objectives.The student performance in courses involving laboratory also includes evaluation of laboratory reportsrequired from students. Grading of laboratory reports is rigorous and involves evaluation of technicalcontents, clarity and coherence of presented materials, and writing skills.Most of the architectural engineering senior level courses also involve projects. In addition to homeworkproblems, exams, etc. the student evaluation in these courses is also achieved through review of

Conference Session

Architechtural Engineering Eduction: Emergent Topics

Collection

2011 ASEE Annual Conference & Exposition

Authors

Brent Nuttall, California Polytechnic State University; Jill Nelson P.E., California Polytechnic State University, San Luis Obispo; Allen C. Estes, California Polytechnic State University

Tagged Divisions

Architectural

. In additionthe ARCE students are immediately engaged on the project since they need to understand thebuildings existing strengths and weaknesses.Grading - With multiple faculty and students with different department grading cultures, thecourse requires the creation of a transparent and equitable grading system. Individual professorswith varied backgrounds have differing expectations and needs within the course. Students bringdiverse capabilities and work ethics to the course. Unlike other courses that utilize teams, in thiscourse each student brings a unique expertise to the team. If a single member is not performing,it is not likely that the rest of the team will not be able to “cover” for that member. A simple toadminister yet fair grading

Conference Session

Architechtural Engineering Eduction: Emergent Topics

Collection

2011 ASEE Annual Conference & Exposition

Authors

David Jan Cowan, Indiana University Purdue University, Indianapolis; Craig Greene, College of the North Atlantic; Modibo Boubacar Traore, Purdue University, School of Engineering and Technology; Wanda L. Worley, Indiana University Purdue University, Indianapolis; Tarawut Boonlua, Mahasarakham University

Tagged Divisions

Architectural

academic year. It should be noted that one part of the ceremony has aninstructor holding a student‟s hand to help teach them how to draw. This is a very importantmoment in the ceremony as the students must use this knowledge with great care for thisknowledge can damage any community and is an important point to consider in theirprofessional ethics. The professors also tie a string to the students‟ wrists and sometimes neckwhile wishing them well in their studies. The string becomes a physical memory of the ceremonyand should be kept on for several days.Even though the respect from student to instructor seems less than before (especially in a largecity such as Bangkok) this tradition is still very strict in other regions of Thailand. It shows

Conference Session

"Green" Topics in Architectural Engineering

Collection

2011 ASEE Annual Conference & Exposition

Authors

Jacob Dunn, University of Idaho Integrated Design Lab, Boise; Gunnar Ryan Gladics, University of Idaho, Integrated Design Lab; Kevin Van Den Wymelenberg, University of Idaho Integrated Design Lab, Boise; Ery Djunaedy, University of Idaho Integrated Design Lab, Boise; Sherry McKibben, University of Idaho IURDC, McKibben + Cooper Architects

Tagged Divisions

Architectural

curriculum should include the use of building simulation and the idea of energyand comfort performance as an important driver for the design process. This will support studentdesign decisions based upon the affect on a building’s lighting, heating, cooling performance,and the comfort of future occupants. In this setting, for example, the glazing of a façadebecomes less about referential stylistic applications and more about whether the window patternprovides the defined daylight illumination levels while avoiding thermal penalties. Aestheticsmust play a central role in creating vitality between people and the built environment, but in theproposed curriculum it will be founded upon an ethic that design must also be grounded inphysics and energy