Conference Session

Collaborative Projects in Architectural Engineering Education

Collection

2013 ASEE Annual Conference & Exposition

Authors

Jacob Nathan Dunn, University of Idaho Integrated Design Lab; Kevin Van Den Wymelenberg; Sherry McKibben, IURDC, University of Idaho

Tagged Divisions

Architectural

workshops, to seven week design studios, to 15- Page 23.1307.7week seminars. One of the main goals of the curriculum is to “identify and applyintegrated performance metrics and assessment methods and tools,” and it does thismainly through the incorporation of the IES VE6 software. The software plays a criticalrole in the integrated approach of the courses, and provides a flexible, modularsimulation platform with a wide range of simple and advanced analyses. The IES VEsoftware provides an easy to use front end for Radiance and can handle advancedHVAC system design and calibration. The University of Minnesota curriculum serves asa good example of how critical

Conference Session

Innovative Teaching in Architectural Engineering

Collection

2013 ASEE Annual Conference & Exposition

Authors

Allen C Estes, California Polytechnic State University; Brent Nuttall P.E., California Polytechnic State University; Jill Nelson P.E., California Polytechnic State University; Margot Kally McDonald AIA, NCARB, LEED BD+C, Cal Poly, San Luis Obispo; Gregory F. Starzyk JD, Cal Poly at San Luis Obispo

Tagged Divisions

Architectural

architecture students in an Integrated Project Delivery Studio at Cal Poly. Prof. McDonald is a former Chair of the American Solar Energy Society (ASES) and of the USGBC Formal Education Committee, as well as a member of the California State University Chancellor’s Office Sustainability Advisory Committee for Education and Research. She is the principal author of SEDE – the Sustainable Environmental Design Education Program, a curriculum project for Page 23.800.1 landscape and architecture undergraduate professional education funded through the California Integrated Waste Management Board. Her work has

Conference Session

Innovative Teaching in Architectural Engineering

Collection

2013 ASEE Annual Conference & Exposition

Authors

James P. Mwangi P.E., California Polytechnic State University, San Luis Obispo

Tagged Divisions

Architectural

Paper ID #6633Community Service Driven Student Senior Project and back to Communityfor ImplementationDr. James P. Mwangi P.E., California Polytechnic State University, San Luis Obispo Dr. James Mwangi received his Bachelor of Science degree from the University of Nairobi, Kenya, a Master of Science degree from the University of Lagos, Nigeria and a Doctor of Philosophy degree from the University of California, Davis, all in in Civil Engineering (structures) Dr. James Mwangi is currently an Associate Professor in the Architectural Engineering Department, California Polytechnic State University, San Luis Obispo. He

Conference Session

Collaborative Projects in Architectural Engineering Education

Collection

2013 ASEE Annual Conference & Exposition

Authors

Sinead MacNamara, Syracuse University; Robert A. Svetz, Syracuse University

Tagged Divisions

Architectural

required for the 200ftcantilever or the tower with massive atria. Grand claims are made about thermal masses,day-lighting, light-wells and airshafts, unaccompanied by the knowledge and detailingnecessary to fully examine such issues. So we set out to design an assignment that was anexercise in noticing.This paper describes ongoing efforts at Syracuse University to integrate structures andtechnology teaching into design teaching for architects. This specific assignment wasgiven in two courses, Structures II and Building Technology II, to the same group ofstudents (third year of a five year program). Students were assigned a building oncampus and required to investigate. They were charged with finding, photographing, andanalyzing the visible

Conference Session

Instructional Innovations and Global Issues in Architectural Engineering Education

Collection

2013 ASEE Annual Conference & Exposition

Authors

Hollee Hitchcock Becker, The Catholic University of America

Tagged Divisions

Architectural

learned structures knowledge to projects in the design studio. This paper posits that the application of structural knowledge in design studio is essential to an integrated design approach and as such, the structures curriculum should be directly linked to individual studio projects. Through analysis of the structural debates listed above, the paper discusses flexible curriculum components and multiple half-term courses to suit the needs of individual student schedules and correspondence to design studios. It also discusses strategies toward developing studio links that reinforce the design of structural systems from the concept phase of a project.Structures and the ArchitectArchitects do not strive to

Conference Session

Instructional Innovations and Global Issues in Architectural Engineering Education

Collection

2013 ASEE Annual Conference & Exposition

Authors

Orla Smyth LoPiccolo, State University of New York, Farmingdale

Tagged Divisions

Architectural

.2005;1(3).,26 Whitelock, D., and Jelfs, A., Would you rather collect data in the rain or attend a virtual field trip? : Findings from a series of virtual science field studies. International Journal of Continuing Engineering Education and Life- Long Learning. 2005; 15(1-2),:121–131.27 Lewis, D., Can Virtual Field Trips be Substituted for Real-world Field Trips in an Eighth Grade Geology Curriculum?, University of Washington PhD Thesis 200828 Puhek, M., Perse, M., and Sorgo, A., Comparison Between a Real Field Trip and a Virtual Field Trip in a Nature Preserve: Knowledge Gained in Biology and Ecology, Journal of Baltic Science Education. 2012;11( 2):164-174.29 Hurst, S., Use of “Virtual” Field Trips in Teaching Introductory