Conference Session

Beneficial Case Studies in AEC Education

Collection

2009 Annual Conference & Exposition

Authors

Edmond Saliklis, California Polytechnic State University; Robert Arens, California Polytechnic State University; Joseph Hanus, United States Military Academy

Tagged Divisions

Architectural

might learn to move up and down the taxonomy fromtheir Architectural peers. Page 14.1126.2Bloom’s TaxonomyBloom’s Taxonomy is the seminal work of the 1950’s educational committee chaired byBenjamin Bloom. The committee established a set of taxonomies in three domains of learning:cognitive, affective and psychomotor. The cognitive domain taxonomy is widely accepted inmany fields and has been identified as, “arguably one of the most influential educationmonographs of the past half century 1.” The taxonomies are a language that is proposed todescribe the progressive development of an individual in each domain and are defined asfollows2

Conference Session

Instructional Innovations in AEC Education

Collection

2009 Annual Conference & Exposition

Authors

Stan Guidera, Bowling Green State University

Tagged Divisions

Architectural

be transformed into a proposal that isbuildable. In this process, parameters such as structure and other constraints require the designerto modify or even re-conceptualize the design concept. For example, design development phaseof the initial proposals for Jørn Utzon’s Sydney Opera House required that the paraboliccurvature of the shells be significantly modified to accommodate the construction technologiesavailable at the time it was built [1]. According to Kloft “finding a structurally optimized andgeometrically clearly defined form was a necessary condition for realization of double curvedsurfaces in pre-digital times [2].However, recent advances in design and construction technologies have transformed the limits ofarchitecture

Conference Session

Structural Education Methods

Collection

2009 Annual Conference & Exposition

Authors

Hector Estrada, University of the Pacific; Luke Lee, University of the Pacific

Tagged Divisions

Architectural

engineering forundergraduate students.The course has been taught twice and the instructor has made considerable efforts to improvedelivery of content in order to ensure that students satisfy the following learning outcomes: 1) Demonstrate a basic understanding of earthquake engineering; 2) Identify and solve basic structural dynamics problems; 3) Perform basic equivalent static and dynamic seismic analyses of simple structural systems.The first objective relates to the student’s ability to operate in the first two cognitive domains ofBloom’s Taxonomy (namely, knowledge of seismic engineering terms and comprehension of theoverall area of earthquake engineering). The second and third objectives primarily concentrateon the next two cognitive

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

building on campus using computersoftware and then comparing their results to those from ambient vibration tests performed by thestudents themselves. Correctly predicting the natural periods of vibration is an excellent metricof the accuracy of the analytical model. Since the building is located on campus, students wereable to visit the building and see first hand the structure they modeled.Laboratory DescriptionThe campus building selected for this exercise was the newly constructed ConstructionManagement faculty-office/classroom structure (see figure 1). The building is a three-storyconcentrically-braced steel-frame structure with glass and precast concrete exterior curtain walls

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

, planning and prioritization, timemanagement…”2, etc. as follows:1) Enhance independent thinking by engaging in structural engineering projects that further develop competencies acquired in pre-requisite courses.2) Further develop critical thinking skills required to solve open ended problems related to design, analysis, and/or construction of building projects.3) Further develop skills associated with project management such as developing, implementing, and adjusting a project plan or schedule, clearly defining scope of work, and estimating time and costs required to complete a project.4) Further develop communication skills required to produce organized documentation, graphic illustrations, professional presentations, and clear and

Conference Session

Instructional Innovations in AEC Education

Collection

2009 Annual Conference & Exposition

Authors

Kevin Dong, California Polytechnic State University

Tagged Divisions

Architectural

departments to unite in amore efficient and effective manner. But the rewards of teaching in a collaborative model can beprofessionally fulfilling and ultimately better prepare students for the future.Recent papers, such as those in the American Institute of Architects “Report on IntegratedPractice” (2006), suggest that a number of developments in the profession are overlapping,which “dissolve professional or disciplinary distinctions.”[1]. Daniel Friedman’s paper in thisReport suggests three developments that will change the way that design is taught. These are:1. A shift from static to dynamic form and the development of design pedagogies that use animation software; three dimensional scanners that can capture complex forms and the computer

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

implement key learning concepts into classroom settings and the workshopswill be provided. Expected outcomes and the organization of this project will concludethe presentation of this paper.1 – IntroductionLearning is considered a two-step process that includes reception and processing ofinformation1. Information is first received externally and then immediately interpretedinternally. It is interpreted internally by instantly reacting to the information beingreceived and then drawing conclusions based on those reactions. This first step only lastsas long as the material being presented. The information is sorted by material that isretained and material that is not. After information is received and some of it processed,students have different ways

Conference Session

Professional Practice and AEC Education

Collection

2009 Annual Conference & Exposition

Authors

Mahmoud Alahmad, University of Nebraska, Lincoln; Patrick Wheeler, University of Nebraska, Omaha; Avery Schwer, University of Nebraska, Lincoln; Dale Tiller, University of Nebraska, Lincoln; Andrea Wilkerson, University of Nebraska, Lincoln; Joshua Eiden, University of Nebraska, Lincoln

Tagged Divisions

Architectural

Page 14.334.2a university-guided industry placement program utilized by some universities. The programgives the industry partner the chance to capitalize on the resources of the university and viceversa. Griffith University integrated the concept of CEED into the new Bachelor of Engi-neering in Coastal Engineering program. The Coastal Engineering Industry Affiliates Pro-gram (CEIAP) brought important benefits for everyone involved. These benefits are summa-rized in Table 11. Table 1 – Summary of CEIAP Benefits1 Student Well-rounded education, enriched by practical applications Realistically evaluate interests and aptitudes

Conference Session

Instructional Strategies in AEC Education

Collection

2009 Annual Conference & Exposition

Authors

Muhammad Ghatala, Gulf States Inc.; Sang-Hoon Lee, University of Houston; Lingguang Song, University of Houston

Tagged Divisions

Architectural

management educationAbstractConstruction management requires decision-making skills. Main approaches to teach decision-making skills to construction management major students are: (1) analyzing sample situationsinvolving decision-making; and (2) teaching logical decision-making procedures. The absence of‘pressure’ factors in these approaches has significant negative impacts on the success of theeducation. The approaches also lack ‘dynamic’ effects that help create a spontaneous plan forconstruction projects where unforeseen changes and interruptions may occur. To minimize theadverse effects of the existing approaches, this paper proposes a framework for developing aweb-based training system. The application is delivered as a game involving decision

Conference Session

Professional Practice and AEC Education

Collection

2009 Annual Conference & Exposition

Authors

Suining Ding, Indiana University-Purdue University, Fort Wayne

Tagged Divisions

Architectural

recent study 1 indicates that collaborative studio permits grouping of differentpersonality types, reflecting the real world team experience that engaged not only diversecomposition of student preferences but also rich diverse design outcomes. Another researchfinding indicates that partnership attracts youth and develops their knowledge of the profession;hence, it ensures profession’s continuity, vitality and growth 2. The findings of the early studyindicated that collaborative studio would benefit students and generate creative design solutions.However, how the partnership between students and practitioners will affect students’ designsolutions was not found in the existing literatures. Therefore, a further exploration ofcollaborative studio

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

senior years. The courses are sequenced inpairs where the material behavior (characteristics) and element design courses are taught to Page 14.979.4juniors. The first half of the pair comprise of: ARCE 303 Steel Design (3 units) ARCE 304 Timber Design (3 units) ARCE 305 Masonry Design (2 units) ARCE 444 Concrete Designs (3 units)These courses are taught in lecture format common to most other civil engineering programs.The difference however occurs in that, as is common in some programs to teach large number ofstudents in large lecture halls holding as many as 200 students as in Figure 1

Conference Session

Structural Education Methods

Collection

2009 Annual Conference & Exposition

Authors

Andrzej Zarzycki, New Jersey Institute of Technology

Tagged Divisions

Architectural

Page 14.492.2 generative, didactic or inductive,Figure 1 Simulation and analysis tools as a translation layer between have to occur together since neithergenerative design and B.I.M.one alone is suficient in the facilitation of the creative process. In such a deinition of the design process, a performance simulation component canfunction as a lens, both focusing and validating generative designs. Performance-based simula-tions can function as semi-intelligent, self-optimizing agents that pre-select promising generativescenarios, and then later channel them through a hierarchical portion of the design production.[ig.1] Genetic Algorithm (GA) and Evolutionary

Conference Session

Instructional Strategies in AEC Education

Collection

2009 Annual Conference & Exposition

Authors

Ahmed Megri, University of Wyoming

Tagged Divisions

Architectural

, - to know when and where specific requirements apply, Page 14.1157.4 - to be able to express their functional understanding in multiple representations including graphs, diagrams, equations, and - to understand the intent of the code.Within this course, the students perform a complete project. The steps of the project aredescribed as follow: 1) Each student must select an appropriate sized building, and also communicate with the industry to find an appropriate mentor. The instructor intervenes if the student cannot find a project or has difficulty coordinating the project with a mentor. The instructor follows the

Conference Session

Beneficial Case Studies in AEC Education

Collection

2009 Annual Conference & Exposition

Authors

James Mitchell, Drexel University

Tagged Divisions

Architectural

” (AED) is addressedthrough an online survey of representative faculty at ABET accredited Architectural Engineeringschools. The faculty are first characterized in multiple ways: university, academic rank, years ofexperience, registration status and discipline. The results of their open-ended definition of AEDare examined using eight categories derived from the responses rated on 1-5 Likert scales, withthe analysis broken down using the same faculty characterization. Faculty opinions about thedisciplines necessary to include in AED are also analyzed. Overall there is general agreementthat disciplinary “skills” are an important part of AED as are, to a lesser extent, the “products”produced. There is some agreement about the idea of “integration

Conference Session

Structural Education Methods

Collection

2009 Annual Conference & Exposition

Authors

Anne Nichols, Texas A&M University

Tagged Divisions

Architectural

andquality of the term reports will be quantified. The effectiveness of the tool will be evaluated withrespect to the performance of prior classes having used the tool on a trial basis and prior classesthat did not use the tool.IntroductionGraduates of accredited programs of Architecture by the National Architecture AccreditingBoard (NAAB)1 are expected to be able to demonstrate writing and speaking skills, design skills,technical documentation skills, and the understanding and appropriate application of structuraland environmental systems technology, amongst other performance criteria. Design studentsfocus most of their effort on graphical presentation skills which are regularly reviewed andcritiqued, with cursory attention paid to formal writing

Conference Session

Instructional Innovations in AEC Education

Collection

2009 Annual Conference & Exposition

Authors

Mary Ann Frank, Indiana University-Purdue University, Indianapolis; David Cowan, Indiana University-Purdue University, Indianapolis; Michael Boyles, Indiana University-Purdue University, Indianapolis; Jeffrey Rogers, Indiana University-Purdue University, Indianapolis; Keith Goreham, Indiana University-Purdue University, Indianapolis; Jatmika Suryabrata, Gadjah Mada University, Indonesia; Yulyta Kodrat, Indonesian Institute of the Arts

Tagged Divisions

Architectural

behavior. Results from Flynn’s experiments revealed thatcomplex subjective responses to lighting are accurately measured and communicatedsystematically. Yet it should be noted that these experiments were conducted in full-scalemockup environments with various light settings that utilized combinations of overhead-downlighting and peripheral lighting systems (see Figure 1). Figure 1. The conference room mockup used in Flynn’s experiments4Flynn’s research became the basis for several similar experiments, such as those conducted byHawkes, Loe, and Rowlands5, Rowlands, Loe, McIntosh, and Mansfield6, and Loe, Mansfield,and Rowlands7, with some modification on the configuration of the brightness distributions andinterior settings. More recently

Conference Session

Instructional Innovations in AEC Education

Collection

2009 Annual Conference & Exposition

Authors

Mohammed Haque, Texas A&M University; Reniz Moosa, Texas A&M University

Tagged Divisions

Architectural

the achievement of aspecific group of learning objectives”.1 Page 14.1351.2Recent developments in the field of graphic processing units and the availability of breath takingrendering capabilities on computers systems form gaming companies provides a ready madesolution and keeps us from reinventing the wheel.2Fritsch and Kada 3 are of the view that the increased interest in the consumer market has led tothe remarkable progress in game-engine industry. These powerful software packages areefficiently run through rendering pipelines, special data-structures and speed-up techniqueswhich in turn assist in visualizing texture mapped 3D objects

Conference Session

Beneficial Case Studies in AEC Education

Collection

2009 Annual Conference & Exposition

Authors

Joseph Betz, State University of New York

Tagged Divisions

Architectural

boundaries set by groups.1 The net resultmay be that many creative ideas generated by groups are never expressed or acted upon(Goncalo & Staw 2006). The research seems counterintuitive at first since more ideas shouldlead to more creativity but historical evidence supports this hypothesis in that nearly all greatcreative works of literature, art and architecture usually bear the name of a single author. Onecould conclude that groups are better arbiters in defining creative boundaries, especially at thelimits of where creativity becomes inappropriate for the solution or context, but not in generatingcreativity. Another hypothesis that was considered had to do with experience and creativity.Some research in cognitive psychology indicates that