Conference Session

Architectural Division Technical Session 1

Collection

2017 ASEE Annual Conference & Exposition

Authors

Morad Rachid Atif , Texas A&M University; Samantha Michele Shields, Texas A&M University ; Debra A. Fowler, Texas A&M University; David E. Claridge P.E., Texas A&M University

Tagged Divisions

Architectural

through a capstone and internship.Figure 3. Framework for the new interdisciplinary architectural engineering curriculum.Competency Rubric DevelopmentFollowing the data gathering phase, including both external and internal input from thoseidentified as key program influences, the faculty moved to begin developing the program’slearning outcomes. These learning outcomes encompass the content deemed necessary todevelop the knowledge and skills defined for an ideal architectural engineering graduate. Theidentified program learning outcomes are:1. Mathematics 9. Project and Construction Management2. Physical Sciences 10. Integration of Building Systems3. Humanities and Social Sciences

Conference Session

Practice/Partnership/Program Issues

Collection

2007 Annual Conference & Exposition

Authors

Stan Guidera, Bowling Green State University

Tagged Divisions

Architectural

in terms of both designprocess and project delivery. Building Information Modeling (BIM), utilizes a model-centricapproach where the computer model functions as a central graphical and informationinterdisciplinary repository which, when optimized, facilitates design collaboration andcoordination among the project designers, clients, and construction teams. Additionally, theparametric and object-oriented modeling technologies underlying BIM applications alsofacilitate digital fabrication of both prototypes and manufactured components. It has beenproposed that building information modeling delivers technology that actually meets theexpectations of the profession that have previously gone un-fulfilled, and that BIM can “finallyharness the power

Conference Session

Innovative Teaching in Architectural Engineering

Collection

2013 ASEE Annual Conference & Exposition

Authors

Jill Nelson P.E., California Polytechnic State University; John W. Lawson, Architectural Engineering, California Polytechnic State University, San Luis Obispo

Tagged Divisions

Architectural

Paper ID #7101Teaching Architecture, Engineering and Construction Disciplines: Using Var-ious Pedagogical Styles to Unify the Learning ProcessJill Nelson P.E., California Polytechnic State University Jill Nelson is an Assistant Professor for the Architectural Engineering Department at California Polytech- nic State University (Cal Poly), San Luis Obispo, CA. Professor Nelson came to Cal Poly with over 25 years of structural design and project management experience. She is a registered Professional Engineer and Structural Engineer in the states of California and Washington. Jill Nelson received a B.S. degree in Civil

Conference Session

Beneficial Case Studies in AEC Education

Collection

2009 Annual Conference & Exposition

Authors

James Mitchell, Drexel University

Tagged Divisions

Architectural

 process    Design in its many facets is the heart of the Architectural Engineering  AE  profession    All the tools of mathematics  the sciences  communication  and the varied analytic methods of the disciplines in which our students specialize are chosen to support and enhance the design process and product    (ow we teach design for Architectural Engineers is the subject of a year long study that ) ve undertaken as a sabbatical project   )n the literature there are many papers addressing specific aspects of design classes  particularly freshman and capstone design  as well as some looking at the entire curriculum   There is also a vast literature about general engineering design  addressing everything from the latest theories in the learning

Conference Session

Teaching Innovation in Architectural Engineering I

Collection

2007 Annual Conference & Exposition

Authors

Allen Estes, California Polytechnic State University; Hector Estrada, University of the Pacific

Tagged Divisions

Architectural

every program has something in this category because of the accreditation requirement for the history of architecture. Those AE programs that require students to participate in architecture design studio courses have a much greater number of these courses. • L: Capstone Design – many programs offer a senior project course that requires a complete design of a complex system. It is a culminating experience that requires students to synthesize and use all of the skills developed in the program. The content of these courses would mostly fit into the categories E, F, and G above, but is listed here.The information for making this assessment was taken from the website postings for theindividual universities