Conference Session

Architectural Division Technical Session 1

Collection

2017 ASEE Annual Conference & Exposition

Authors

Scott Gerald Shall, Lawrence Technological University

Tagged Topics

Diversity

Tagged Divisions

Architectural

Conference Session

Architectural Division Technical Session 1

Collection

2017 ASEE Annual Conference & Exposition

Authors

Negar Heidari Matin, Eastern Michigan University; Ali Eydgahi, Eastern Michigan University; Shinming Shyu, Eastern Michigan University

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Diversity

Tagged Divisions

Architectural

, material and structural technologies as shownin Figure 1.The proposed classifications provide historical evolution of various responsive facade systemsduring the past decades. As presented in Figure 1, the historical evolution identifies advances madefrom basic manual systems to intelligent advanced material systems in control, sensing andactuating technologies during the past seventy years. In addition, depending on the type ofelectrical power used in the facade systems, the responsive systems are identified as either passiveor active systems. Based on the active or passive technologies used in responsive systems, controlcan be a closed-loop or open-loop system.The utilized technologies are categorized in five groups: mechanical technology

Conference Session

Architectural Division Technical Session 1

Collection

2016 ASEE Annual Conference & Exposition

Authors

Rachel D. Mosier, Oklahoma State University

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Diversity

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Architectural

actuallyexplained the problem in detail. In reality most of the videos were extremely lengthy and goingfrom 5-15 minutes.Video Assignment 1:Create a youtube video not less than 1 minute and thirty seconds in length on one of thefollowing topics. • Solving a truss by joint method • Solving a truss by section method • Determine the centroid of a built-up section • Determine the moment of inertia of a built-up sectionThis work can be performed in groups up to 4 people. Upload the video link to the onlineclassroom site.In accordance with the Institutional Research Board, the students were asked to sign a waiver torelease images. All of the students agreed to release video images. Students submitted videosvia youtube.com or as .mp4 to a dropbox. The

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

social expectations (Gottfredson, 1981) and identity, whichusually includes gender, class, and ethnic background (Archer, et al, 2010). At Oklahoma StateUniversity, the School of Architecture participates in and coordinates activities aimed at youngergenerations. To better understand these programs and other P-12 architecture and engineeringexposures’ effectiveness, the authors of this article conducted a survey of the current studentpopulation of the school. This is shown in the Appendix. Students of every level completed thesurvey. A breakdown of the 214 responses is shown in Figure 1. First year had 77 responses,second, third, and fourth year had an average of 38 and fifth year dropped to 23. The number offifth year students is affected by

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

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Diversity

Tagged Divisions

Architectural

efforts. This support of student internships is critical, as thenational trend is for increased student participation in internship or cooperative educationprograms. “In 1980, about one out of every 36 college students completed an internship prior tograduation. This increased to three out of four by the year 2000.” (Hurst 58)Prior to fall 2014, most divisional internship and co-op records were paper based. Work isunderway to streamline recordkeeping through the use of electronic databases. This has alloweddepartments to better evaluate student and employer success. The following graphs representemployer feedback for the following questions: 1. Did the internship student recognize professional, ethical and societal responsibilities

Conference Session

Architectural Division Technical Session 3

Collection

2017 ASEE Annual Conference & Exposition

Authors

Sheena Nastasia Marston, The Ohio State University; Fabian Hadipriono Tan P.E., The Ohio State University, Columbus, Ohio, USA; Michael Parke, The Ohio State University; Olga Maria Stavridis, Ohio State University; Lisa Elanna Burris, The Ohio State University, Columbus, Ohio, USA

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Diversity

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Architectural

. c American Society for Engineering Education, 2017IntroductionDespite the near ubiquity of 3-D modeling and building information management (BIM)software packages in the architecture, construction, and restoration industries, potentialemployers have continuously expressed concern that graduating students are not adequatelyprepared to operate some of these BIM software packages (Harris, 2014). Exposing students toconstruction methods via software used in the field may help to soften the transition from theclassroom to the industry. Consequently, the authors proposed the use of fully-developed 3-Dmodels, based on accurate data, as an instructional tool which may simultaneously achieve threegoals: (1) Improve the facility with which the

Conference Session

Architectural Division Technical Session 2

Collection

2017 ASEE Annual Conference & Exposition

Authors

Craig Baltimore, California Polytechnic State University, San Luis Obispo; Allen C. Estes, California Polytechnic State University, San Luis Obispo

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Diversity

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Architectural

colleges is encouraged and facilitated by theuniversity. This focus on interdisciplinary experiences and opportunities can be seen in pastsenior project collaborations.1,2,3,4,5,6,7,8 The group of students consisted of more thanengineering students. The group was made up of students from the following majors. • Architectural Engineering (10 students) • Architecture (1 student) • Art (2 students) • Horticulture and Crop Science (3 students)The project was a capstone class, thus the focus was for the students to draw upon their entireengineering education, as opposed to learning specific new skills or topics. The pedagogy was touse the experience itself to educate, as opposed to a classroom and text book. In using theexperience for

Conference Session

Project-Based Experiences in Architectural Engineering

Collection

2015 ASEE Annual Conference & Exposition

Authors

Sinead MacNamara, Syracuse University; Larry D Bowne II, Syracuse University

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Diversity

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Architectural

the combination of the two are long-establishedmodes of pedagogy and design research in schools of architecture. Among the mostsignificant programs that have tested and refined methodologies are Studio 804 atUniversity of Kansas 1, Urban Build at Tulane University2, Rural Studio at AuburnUniversity, 3 and the Jim Vlock First Year Building Project at the Yale School ofArchitecture.4Pedagogical advantages ascribed to design build and community engaged design byeducators include: professional preparedness; exposure to alternate modes of practice;exposure to the realities of construction tolerances and accuracies; synthesis ofknowledge learned in required courses;5 more refined knowledge of the materials andtools of design.6 Iwamoto and Scott

Conference Session

Architectural Division Technical Session 2

Collection

2016 ASEE Annual Conference & Exposition

Authors

Beth Huffman, Indiana University Purdue University, Indianapolis; Kelsey Lee Reker; Mary Ann Frank, Indiana University Purdue University, Indianapolis

Tagged Topics

Diversity

Tagged Divisions

Architectural

and then students were tasked with further refining and re-designingtheir safe shelters. The students were given three additional weeks to refine and complete afinalized plan and professional scaled model. At project close, the students presented theirproposed designs for the safe shelter project to the professor and the community partner. Thecommunity partner offered valuable insight as to the most appropriate solution, and offeredsuggestions for further refinement before the project could be constructed. At the semester’send, the community partner chose which design best embodied the design intent, and onestudent’s design was chosen, see Figure 1. This design was the springboard to further explorationand study. Figure 1