Conference Session

Architectural Division Technical Session 2

Collection

2016 ASEE Annual Conference & Exposition

Authors

Amber Bartosh, Syracuse University; Bess Krietemeyer, Syracuse University; Sinéad C. Mac Namara, Syracuse University

Tagged Divisions

Architectural

0.0% 10.0% 20.0% 30.0% 40.0% 50.0% 60.0% 70.0% 80.0% Figure 7: Student evaluation of instructor emphasis on technical issues in the design studio.In addition to the closed-ended questions outlined in the graphs above, the students surveyed weregive an open-ended opportunity to add any observations they might have about technical teachingin the curriculum. Of the 53 undergraduate students who responded to the survey, 20 gave answersto this question. The most dominant themes that emerged in these answers were desires forincreased integration between the required technical courses and the design studio. A number ofstudents placed the emphasis on the studio environment as a place to achieve this aim

Conference Session

Architectural Division Technical Session 1

Collection

2016 ASEE Annual Conference & Exposition

Authors

Edward M. Segal, Hofstra University; Sigrid Adriaenssens, Princeton University

Tagged Divisions

Architectural

course.IntroductionEngineering design projects that focus on real world problems can help prepare students for thechallenges that they will face later in research settings and industry. In some architectural and/orcivil engineering curricula, students are exposed to design in first-year and/or senior capstonecourses. In an existing academic curriculum that lacks first-year and/or senior capstone coursesit may not be feasible to add new courses that are entirely focused on design. As an alternative tostandalone design courses, design components can be integrated into other courses that arealready part of the curriculum. Bucciarelli1, in a review of a workshop held by the EngineeringCoalition of Schools for Excellence in Education and Leadership (ECSEL), describes a set