Conference Session

Instructional Innovations and Global Issues in Architectural Engineering Education

Collection

2012 ASEE Annual Conference & Exposition

Authors

Kuo Hung Huang, National Taipei University of Technology

Tagged Divisions

Architectural

,” “Teachers’ Teaching”,and “Students’ Learning.” After the questionnaire statistics have been collected and analyzed,the research outcomes and findings are reported. The content of the research design is as follows:（1） Questionnaire Design： This questionnaire is designed to investigate, under different gender and education systems, the main factors and differences that influence students’ willingness to learn when enrolled in architectural design courses. First Part：Background Information－Investigate subjects’ gender and the previous andcurrent education systems they have been enrolled in; this should make it possible tounderstand the hierarchical distribution of students in the architectural design course. Second

Conference Session

Instructional Innovations and Global Issues in Architectural Engineering Education

Collection

2012 ASEE Annual Conference & Exposition

Authors

Robert J. Dermody A.I.A., Roger Williams University

Tagged Divisions

Architectural

the form of the towerusing graphical methods. They did this after making careful assumptions about the distributionof wind forces on the tower and the effective surface area of the tower. (Figure 1) 1 Figure 1. Schematic diagram of Koechlin’s form finding methods…adopted from Allen. Page 25.519.2In fact, graphical analysis methods are an ideal tool to reinforce fundamental concepts ofstructural form and behavior. Basic graphical techniques can be easily taught to botharchitecture and engineering students. Concrete arch bridges can also clearly demonstrate therelationship between form and force. Robert Maillart used graphical methods to

Conference Session

Instructional Innovations and Global Issues in Architectural Engineering Education

Collection

2012 ASEE Annual Conference & Exposition

Authors

Suining Ding, Indiana University-Purdue University, Fort Wayne

Tagged Divisions

Architectural

design guidelines for future architectural design. This paper describes this newcase study that has been added to the Culture and Design course. Page 25.373.2Review of Literature There are five design elements in classical Chinese garden design. They are water, plants,architecture, rocks and tracery windows (borrowed views). An overview of images of designelements of classical Chinese garden can be found in Figure 1 in Appendix. All Chinese gardenscontain architecture. In addition, gardens are enclosed by pavilions, verandahs, halls and walls.The spaces in the garden are formed by architecture. The main difference between Western

Conference Session

Innovative Teaching in Architectural Engineering

Collection

2012 ASEE Annual Conference & Exposition

Authors

Kuo Hung Huang, National Taipei University of Technology

Tagged Divisions

Architectural

process of students, such as design topic, problem discovery, and data analysis.Wang (2004) indicated that architecture design education in Taiwan can be divided into fourmain orientations, as follows: 1. Functionality-orientated: the study topic focuses more on therationality, legality and validity of deign; 2. Programmability-orientated: focuses on urbandesign, renovation, and landscape architecture; 3. Sociality-orientated: emphasizes thesatisfaction of user requirements to promote public charity; and 4. Creativity-orientated:focuses on innovation and change seeking, and develops design operation technique and the Page 25.235.4possibility of

Conference Session

Collaborative Projects in Architectural Engineering Education

Collection

2012 ASEE Annual Conference & Exposition

Authors

Sinead C. Mac Namara, Syracuse University

Tagged Divisions

Architectural

two required structurescourses, less than 30% say they would take the structures if it were not required. I havefound there is a wide range of preparedness amongst architecture students formathematical learning. A lack of understanding of fundamental structural ideas canstymie the creativity of architectural design. But an aversion to mathematics does notpreclude an understanding of, and an intuition for, how structures work. Plesums argued”knowledge of mathematical methods, however, does not assure a feeling for structuralbehavior.”1 Severud stated that it is more important for architects to have a sense of thebasic fundamentals of how structures work and that the figures can be left to theengineers.2 I further argue that it is this very

Conference Session

Innovative Teaching in Architectural Engineering

Collection

2012 ASEE Annual Conference & Exposition

Authors

Blythe Marlow Vogt, Kansas State University

Tagged Divisions

Architectural

faculty office hours.In January of 2010 the first online course offering was delivered. Thirty-eight undergraduatesenrolled in the course with a minimum prerequisite of junior standing. Modifications for onlinelearning that were made to the course content as follows. 1. Camtasia (mp4) recorded lectures 2. ADA online learning requirements were met by providing typed dictation of lectures with each Power Point slide in PDF format. 3. A workbook with unit divisions, each with step by step instructions was annotated and provided to students in a PDF version with additional hints and suggestions. 4. Terms and theory quiz questions were entered into assignments in the online classroom and scored electronically

Conference Session

Innovative Teaching in Architectural Engineering

Collection

2012 ASEE Annual Conference & Exposition

Authors

Sinead C. Mac Namara, Syracuse University; James K. Guest, Johns Hopkins University

Tagged Divisions

Architectural

must also acknowledge that students in general and architecturestudents in particular, are not always interested in or qualified for, advanced technicalcourses at the university level.A search of architecture education and engineering education literature archives producesvery few articles devoted to the subject of teaching structures to architects. However, inthe scant sources that do exist there is general agreement that while there is enthusiasmon the part of architects to work with structural engineers the two groups lack a commonvocabulary.1 There is also consensus that a conceptual intuition for how structures workis of more importance for architecture students than complex mathematical capacity. 2,3Many writing on this topic agree that

Conference Session

Innovative Teaching in Architectural Engineering

Collection

2012 ASEE Annual Conference & Exposition

Authors

Jill Nelson P.E., California Polytechnic State University; Andrew J. Holtz P.E., California Polytechnic State University, San Luis Obispo

Tagged Divisions

Architectural

as compared to an individual assignment? The majority of the students felt there was an improvement in learning due to the peer to peer interactions. Many students felt competent in many areas due to the team process of questioning and review. Page 25.1370.5B. ARCE IPD STUDENT SURVEYS – All students are required to take a survey. The classsize varies from 40 to 70 students per quarter. The survey questions are based on a rating systemof 1 to 5 with 5 indicating mastery of the subject. One of the courses primary learning objectivesis to function effectively on an interdisciplinary team. At the

Conference Session

Collaborative Projects in Architectural Engineering Education

Collection

2012 ASEE Annual Conference & Exposition

Authors

Cliff Goodwin, Indiana University Purdue University, Indianapolis; David Jan Cowan, Indiana University-Purdue University, Indianapolis; Mary Ann Frank, Indiana University-Purdue University, Indianapolis; Emily A. McLaughlin, Indiana University-Purdue University, Indianapolis

Tagged Divisions

Architectural

probability of it. Luckily, planners can enhance their probability of success by following soundfundamentals for strategic planning that are described in this paper. Herein, the authors explainthese fundamentals and illustrate how they were implemented by the DCT Department at IUPUIas they created their strategic plan.We begin by listing and describing three fundamental tasks strategic planners complete as theystrategically plan. 1. They encourage, seek and desire participation from everyone involved in the organization. They communicate this loud and clear. If a group or organization is too large for all to participate, those not directly involved should have their voices heard and interest advanced through others who will represent them.1

Conference Session

Collaborative Projects in Architectural Engineering Education

Collection

2012 ASEE Annual Conference & Exposition

Authors

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

Tagged Divisions

Architectural

. The learning outcomes have beenrepeated below: Page 25.1181.4Small Scale Structures – Learning Outcomes Upon completion of this course, students should have the following as applied to small scale flexible diaphragm structures in steel and timber: 1. The ability to trace gravity and lateral load paths. 2. Ability to develop preliminary gravity and lateral load resisting systems including preliminary sizes for beams, columns, walls and braces. 3. The ability to understand conceptual principals about connection design 4. Ability to describe common structural systems, including advantages and