Conference Session

Technical Issues in Architectural Engineering I

Collection

2006 Annual Conference & Exposition

Authors

Claire Shigekawa, North Carolina State University

Tagged Divisions

Architectural

2006-1175: A CAREER IN BUILDING DESIGN - EDUCATION IN CIVILENGINEERING VERSUS ARCHITECTUREClaire Shigekawa, North Carolina State University Claire Shigekawa is a sophomore University Honors and Park Scholar majoring in civil engineering and minoring in art and design at North Carolina State University. Page 11.9.1© American Society for Engineering Education, 2006 A Career in Building Design: Education in Civil Engineering versus ArchitectureAbstractIn the construction profession, the trend in “transprofessional” discipline practice thatcombines structural engineering and architecture has gained

Conference Session

BIM in Architectural Engineering

Collection

2015 ASEE Annual Conference & Exposition

Authors

Nancy Hardin Bounds, University of Southern Mississippi

Tagged Divisions

Architectural

technology within the School of Construction. As a practitioner, Ms. Bounds has used Revit and BIM to improve interior design processes. Throughout her career, Ms. Bounds has worked closely with architects, engineers and facility managers and is keenly aware of the extensive data and coordination that large projects require. The aim of her research is to leverage BIM’s capabilities in the interior architectural field and to train a future generation of interior designers to integrate their work with those of the architectural, engineering and facility management professions. Page 26.164.1

Conference Session

Curriculum Innovations in Architectural Engineering Education

Collection

2011 ASEE Annual Conference & Exposition

Authors

Daniel Davis, University of Hartford

Tagged Divisions

Architectural

tasks as we embark on our effort to establish a ConstructionManagement (CM) Track within our Architectural Engineering Technology (AET) Program.CM Track: Research and develop a track for architecture students interested in pursuing a CM track and careers in a more construction related capacity.CM Track Curriculum: Research and develop the curriculum for the CM track students without jeopardizing our ABET and NAAB accreditations.CM Track Advisor: Advise undergraduate students on CM track. Help CM track students find employment and/or pursue graduate study in construction.CM Track Clubs and Organizations: Encourage and coordinate student involvement in Construction related organizations and clubs, example: Construction Institute (CI) and

Conference Session

Architectural Division Technical Session 1

Collection

2017 ASEE Annual Conference & Exposition

Authors

Rachel D. Mosier, Oklahoma State University; John Robert Reck, Oklahoma State University; Heather N. Yates, Oklahoma State University; Carisa H. Ramming, Oklahoma State University

Tagged Divisions

Architectural

that the course work and the size of each of the programs are similar.The study has not found a significant correlation with standardized test scores and success levelsin engineering and technology courses. Rather, it has become apparent that success is morelikely to breed success. Students who score low on placement tests and then do well in remedialcoursework are more likely to find success throughout their college careers. Conversely,students who score well on placement exams and do not perform well in their initial mathcoursework continue to struggle with grades. Based on this information, increasing entranceexam requirements may not increase retention rates but instead limit access.Introduction:Generally, in order to apply for entrance

Conference Session

Structural Education Topics in Architectural Engineering

Collection

2014 ASEE Annual Conference & Exposition

Authors

James B. Guthrie, California Polytechnic State University; Pamalee A. Brady, California Polytechnic State University

Tagged Divisions

Architectural

careers as projectleaders they will better understand structural engineering systems and principles. The newARCE 315 has been developed over the last year in consultation with the ARCH and CMdepartments. The challenge has been to select the appropriate mix of content from the twooriginal courses to include in the new ARCE 315. This course was taught for the first time in FallQuarter 2013; its organization and content are being adjusted based on lessons learned.This work in progress paper will present the background of the original five course sequence andthe recent changes, the learning outcomes and content developed for the new ARCE 315, the twostudent projects through which the course contents were applied, and the lessons learned in

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

and Large Scale Structures, are based on the overall goal of giving the ARCHand CM students the structural engineering skills and the understanding of structural engineeringprinciples that will serve them in their careers as project leaders. These courses, structuralengineering for architectural and construction management students, are very unusual with littlepublished material on the subject. The engineering education literature includes discussions of anumber of interdisciplinary courses. Some of these interdisciplinary courses include engineeringstudents from multiple discplines1,2 or engineering students and business or marketing students3,4and some interdisciplinary courses are focused on the design and construction disciplines

Conference Session

Architectural Division Technical Session 2

Collection

2017 ASEE Annual Conference & Exposition

Authors

Charlie Setterfield, Sinclair Community College; Chad R. Bridgman, Sinclair Community College

Tagged Topics

Diversity

Tagged Divisions

Architectural

Examiner, Setterfield balanced building code requirements with owner and contractor concerns. Setterfield teaches Autodesk Revit and its integration into analysis software, including Navisworks. Setterfield spearheaded a six-discipline IPD capstone resulting in student work that has been featured at various venues, including AU, the American Society for Engineering Educators and the League for Innovation in the Community College.Chad R. Bridgman, Sinclair Community College Chad currently serves as an Internship Coordinator for the Science, Mathematics, & Engineering Division at Sinclair Community College. Prior to managing the internship program he served as Aca- demic/Career Coach for Sinclair on a Department

Conference Session

Technical Issues in Architectural Engineering I

Collection

2007 Annual Conference & Exposition

Authors

John Phillips, Oklahoma State University

Tagged Divisions

Architectural

seismic loads are determined using the ASCE 7-05 code‘Minimum Design Loads for Buildings and Other Structures’. This is the student’s first exposureto this code that will be highly used throughout their careers. Preliminary design calculations areperformed to determine structural sizes that are modeled in a frame analysis program used in thiscourse. The frame analysis program used is the RISA-3D analysis/design program, and a modelFig 3: Students utilize the RISA-3D Program during the Analysis Phase of the Project 2for the entire building structure is input for analysis. Though the students have used this programin a previous course, its use in that course was limited, and did not include a three dimensionalstructural modeling. Utilizing this

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

typically find jobs with a more diverse group of employers,primarily but not exclusively, in agriculture. The BRAE graduates initially gravitate towardproduct and process design-based work and once in their career, often move into project and/oroperations management. Many graduates find themselves working in agricultural processingand machinery design and development, while a large number focus on irrigation system designand management. The remaining graduates often seek other engineering roles in construction,manufacturing, and R&D.The BRAE graduate often starts their career in the role of a designer, then moves up to a projectengineer position where they oversee small projects. While starting out, they are likely the onlyengineering resource

Conference Session

Professional Practice and AEC Education

Collection

2008 Annual Conference & Exposition

Authors

Gouranga Banik, Southern Polytechnic State University

Tagged Divisions

Architectural

achievement of skills by graduates and their employers.Graduates are apparently not as ill-prepared for the workplace as anecdotal comments fromemployers would suggest. This survey is part of a program of quality assurance measures andprovides useful information for curriculum design and revision.Key Word: Construction, Education, Employer, Student PerformanceIntroductionThe objective of many degree professional programs is to prepare students for the workplace.Students of professional studies programs have what can be regarded as an additional benefit orhurdle they expect to join a particular profession and have a clearly identified career path inreturn, employers often expect students of such courses to be instantly able to fee-earn.Academics

Conference Session

Architectural Division Technical Session 2

Collection

2017 ASEE Annual Conference & Exposition

Authors

Carisa H. Ramming, Oklahoma State University; Steven E. O'Hara, Oklahoma State University

Tagged Topics

Diversity

Tagged Divisions

Architectural

are ongoing in some capacity and have been offered for various amounts of timesince the early 2000s.This paper will be two-part. The first will highlight each community outreach program theschool offers. The second will summarize a survey of the school’s current students. The surveywill cover students’ exposure to the school’s programs and any subsequent impact on their careerchoices. It will also poll the students on any P-12 exposure to architecture or architecturalengineering they may have experienced.Introduction:Studies have shown that children consider careers much earlier than thought. By age 7, childrenhave realistic career aspirations (Moulton, et al, 2014). During developmental stages, childrenwill shape these aspirations based on

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

, graphics, and mathematics.The anonymous end of semester survey included questions related to the impact of the projectand its components. One student stated: The design experience helped to unify the course and make the course more practical. It was integral to the course.The design project was not viewed by the students as an add-on to the course, but rather as acrucial course component. Another student wrote: I am more excited/motivated to pursue a career in engineering because this experience helped show the creative nature that accompanies all of the math that engineers have to do.In the end of semester survey, students were asked to rate their level of motivation to pursue acareer in engineering following this design project

Conference Session

Professional Practice and AEC Education

Collection

2009 Annual Conference & Exposition

Authors

Mahmoud Alahmad, University of Nebraska, Lincoln; Jamie Tills, University of Nebraska, Lincoln; Steven Swanson, University of Nebraska, Lincoln

Tagged Divisions

Architectural

workshops is to bring together AE students, electrical apprentices, andindustry professionals to facilitate learning based on proven methods supported byresearch. This entails exposing students to careers and practices in the electricalconstruction industry. By doing so, students will be influenced to design electricalsystems that better meet the needs of electrical contractors. Not only will this projectbenefit students, it will also introduce the electrical construction industry to theunderlying fundamental design principles used by AE students. This project willpromote the development of practical and code-related learning modules expected to bedistributed by NECA and other construction and training organizations.Section two will provide details

Conference Session

Curriculum Innovations in Architectural Engineering Education

Collection

2011 ASEE Annual Conference & Exposition

Authors

Bekir Kelceoglu, Indiana University Purdue University, Indianapolis

Tagged Divisions

Architectural

help qualified highschool students and unemployed workers find their paths to high-demand jobs in Science,Technology, Engineering, and Mathematics in Central Indiana. It is a highly ambitious three-year initiative that will impact STEM industries throughout the state. 1The initiative aims to serve approximately 400 displaced workers and 100 disadvantagedstudents. Priority will be given to African American and Hispanic/Latino high school studentswho are enrolled in Indianapolis Public Schools and the Central Nine Career Center.In order to better serve those individuals with STEM interests, STEMWorks Indiana created the“STEM Centers of Excellence.” In these strategically selected locations (three major WorkOneCenters and two area high schools

Conference Session

Professional Practice and AEC Education

Collection

2009 Annual Conference & Exposition

Authors

Suining Ding, Indiana University-Purdue University, Fort Wayne

Tagged Divisions

Architectural

and PractitionersAbstract This paper presents an analysis result of collaborative studio course that engagesstudents, faculty and practitioners. The collaborative studio is one of the two sequential capstonecourses. As the capstone studio experience of students’ academic design career, these twocapstone courses encourage students’ initiative and independence in design. Students arerequired to choose a practitioner as a reviewer for their projects. Reviewers are expected to cometo the design presentation critique at least twice during the semester. Throughout the semester,students are expected to share their information and views and to engage peers and visitingprofessionals in meaningful dialogue. The

Conference Session

Architectural Division Technical Session 3

Collection

2017 ASEE Annual Conference & Exposition

Authors

Orla LoPiccolo M. Arch, PDip (CM), Architect, State University of New York, Farmingdale

Tagged Divisions

Architectural

academia and therefore do not have any real world work experienceto share. This is a major problem as it creates a disconnect between what they can teach and howit will connect to the main reason why the majority of their students are in college in the firstplace – to be prepared for a career outside of academia. Therefore, engineering faculty withoutprofessional experience outside of academia who plan to use storytelling in their courses, mustmake an extra effort to find stories that are relevant to their course topics.3 They may borrowcourse-related stories from colleagues who do or have worked in the field, from professionalpublications, and from professional society meetings. However, answering student questionsabout these borrowed stories may

Conference Session

Teaching Innovation in Architectural Engineering I

Collection

2006 Annual Conference & Exposition

Authors

Suzanne Bilbeisi, Oklahoma State University

Tagged Divisions

Architectural

students are typically visual learners, drawnto this profession because of a desire to design and bring order to a visual field of information.Most begin this career path, however, with very little knowledge of current architecture andarchitectural engineering practice. Though teaching via a case study method has been utilized formany years in the medical and legal fields, its application as an educational process for thearchitectural field demonstrates increasing merit. In the highly visual “Introduction toArchitecture” course, students are stimulated to understand how actual architects and engineershave grappled with the various graphic conventions, fundamental ordering systems, visualprinciples, and design processes as they relate to the

Conference Session

Structural Education Applications in Architectural Engineering

Collection

2011 ASEE Annual Conference & Exposition

Authors

Sinead MacNamara, Syracuse University

Tagged Divisions

Architectural

professionals doubtless learn a great deal about each other’s professionsover the course of a career. There is however, a clear disconnect between the two groupsin their training. Engineering students are not exposed to the history of their disciple andindeed are relatively rarely exposed to real structures either in the classroom or on sitevisits. A traditional engineering education focuses on technical skill building and onlearning to solve specific, bounded, and isolated problems in a series of early courseswhereas synthesis of those skills to solve a complex design problem usually comes late inthe undergraduate student career. The engineering teaching paradigm divides complexproblems into many pieces which students are then taught to solve

Conference Session

Curriculum Innovations in Architectural Engineering Education

Collection

2011 ASEE Annual Conference & Exposition

Authors

Gouranga Banik, Southern Polytechnic State University

Tagged Divisions

Architectural

construction where undergraduates are mostlikely to cheat in colleges. Most professional organizations are trying to address the issues byincluding strict professional guidelines. Recently the American Association of EngineeringSociety (AAES), an umbrella organization of eleven engineering organizations summarized theirprofessional codes and giving more importance on ethics. That is one of the reasons ethics isbecoming an essential part of professional education because it helps students deal with issuesthey will face in professional practice. The best way to teach ethics is by using cases—not justthe negative cases that make the news, but the kinds of cases that an engineer or contractor ismost likely to encounter in their professional career

Conference Session

Technical Issues in Architectural Engineering I

Collection

2006 Annual Conference & Exposition

Authors

Jeanne Homer, Oklahoma State University

Tagged Divisions

Architectural

. Many architecture studentstend to defer the required analysis of their design, and many AE students avoid extensiveexploration. However, as its name suggests, the Comprehensive Studio must integrate bothreason and intuition, or technology and design.Architecture and Architectural Engineering ProgramsOur Architecture and Architectural Engineering (AE) programs are five-year professionalprograms. Professors of each program work closely together in designing and teaching bothcurriculums. The curriculums are virtually identical during the first two years allowing studentsto experience the core issues of both programs before making a career choice. AE students takefive design studios along with architecture students (See Figure 1).ARCHITECTURAL

Conference Session

Structural Education Methods

Collection

2009 Annual Conference & Exposition

Authors

Cole McDaniel, California Polytechnic State University, San Luis Obispo; Graham Archer, California Polytechnic State University, San Luis Obispo

Tagged Divisions

Architectural

perform soon afterthey embark on a career in engineering. Recent articles and surveys of practicing engineers havehighlighted disappointment with the confidence young engineers have in computer analysisresults. “With the increased use of the computer, we seem to have gotten lazy about asking thenext question. If the printout says something is so, it must be so” 3. This lack of skepticism withcomputer analysis results spans engineering disciplines from bioengineering to aerospaceengineering. Despite the call by both engineers and academia for improved education in the areaof modeling structural system behavior, significant progress has not been made. Why has theprogress been so slow? Accurately modeling the behavior of engineered systems with

Conference Session

Instructional Strategies in AEC Education

Collection

2009 Annual Conference & Exposition

Authors

Brent Nuttall, California Polytechnic State University, San Luis Obispo; James Mwangi, California Polytechnic State University, San Luis Obispo; Craig Baltimore, California Polytechnic State University, San Luis Obispo

Tagged Divisions

Architectural

resisting framingsystem. Due to cost and time restrictions imposed on real life engineering projects, thefirm was unable to fullyexplore this topic totheir satisfaction. As aresult, the studentbrought this topic andindustry partner to hismaster’s project. Thestudent greatly benefited from the active participation of his industry partner. Theindustry partner benefited by being able to explore a topic directly relevant to theirengineering projects beyond what the firm could financially support.Alumni – The ARCE program at Cal Poly recently celebrated it’s 60th anniversary.Many alumni remember fondly the Learn by Doing education that propelled them tosuccess in their professional careers and have a strong desire to give back to the program.While there

Conference Session

Professional Practice and AEC Education

Collection

2009 Annual Conference & Exposition

Authors

James Mwangi, California Polytechnic State University, San Luis Obispo; Craig Baltimore, California Polytechnic State University, San Luis Obispo; Brent Nuttall, California Polytechnic State University, San Luis Obispo

Tagged Divisions

Architectural

also teaches the students at a very early age of their future career themultidisciplinary communication tools required by the profession.Structural engineers apply the fundamental engineering principles (statics and dynamics) andcomplex mathematical analysis methods (finite elements, non-linear analysis etc) to constructionmaterials in design. The main design goal is to provide clients with the most economicalstructure and a minimum goal of safeguarding life safety of the occupants of the structure whenit is subjected to any loading phenomenon. It is therefore paramount that educators preparestudents with heavy doses of structural design in all the materials they will encounter in theindustry.Design courses in ARCE are taught in junior and

Conference Session

Technical Issues in Architectural Engineering I

Collection

2006 Annual Conference & Exposition

Authors

John Phillips, Oklahoma State University

Tagged Divisions

Architectural

, utilizingalternate methods to arrive at the final course assessment. For the comprehensive design studio,there are many facets that the students must be taught, and it is up to the instructors to make sure Page 11.244.2the students are given the resources to be able to accomplish what is required in the studio.Through assessment, we can evaluate how we are doing at providing the students theseresources, allowing the faculty to make changes to the course to better the student’s educationalexperience.The comprehensive design studio is the culmination of a student’s career at Oklahoma StateUniversity, and occurs during the last semester of the architectural

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

Structural Education Applications in Architectural Engineering

Collection

2011 ASEE Annual Conference & Exposition

Authors

Sinead MacNamara, Syracuse University

Tagged Divisions

Architectural

significant difference between the capacity of studentengineers and engineering practitioners in “problem scoping” and “informationgathering” at the start of a design project, and argue that engineering students wouldbenefit from teaching methods designed to model that process for them.1 In the 1990sfirst-year design courses were widely introduced in engineering programs in an attempt tointroduce students to the nature of their chosen profession earlier in their college careers.2Dym et al identify a host of institutions (Harvey Mudd, Purdue, Northwestern, PennState, Colorado School of the Mines, University of Alabama, Columbia, Cooper Union,Drexel, NJIT, Ohio State, Polytechnic South Carolina, USC, Carnegie Mellon, Universityof Colorado at Boulder

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

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

work saw exhibition in the U.S. at Design Miami and in Italy at SPECIMEN and the Milan Furniture Fair. In 2011 she moved to upstate New York from sunny California to begin her teaching career at Cornell University, and she is currently in her fourth year of teaching at Syracuse University. Amber’s current research is invested in ”mediated environments” – an exploration of the capacity of technology to arbitrate deficiencies and extend capabilities within architecture through digital, chemical, and virtual means.Dr. Bess Krietemeyer, Syracuse University Dr. Bess Krietemeyer is an architectural designer and researcher focused on the ways in which emerging material technologies, human interaction, and computational

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