Conference Session

Teaching Innovation in Arch Engineering II

Collection

2006 Annual Conference & Exposition

Authors

Stan Guidera, Bowling Green State University

Tagged Divisions

Architectural

2006-974: INTEGRATING STUDY ABROAD AND COOPERATIVE EDUCATION:A CASE STUDYStan Guidera, Bowling Green State University DR. STAN GUIDERA is an Associate Professor in the Architecture/Environmental Design Studies Program in the College of Technology at Bowling Green State University. He teaches design studios, advanced CAD and computer modeling courses, and advanced computer rendering and animation classes. He is a registered architect and has used computer-aided design extensively in design studios as well as in professional practice. Page 11.793.1© American Society for Engineering Education, 2006

Conference Session

Technical Issues in Architectural Engineering I

Collection

2006 Annual Conference & Exposition

Authors

Claire Shigekawa, North Carolina State University

Tagged Divisions

Architectural

prominence and the line thatseparates the different roles in the construction industry has already become blurred. Thetwo professions are so interrelated that the industry values a background in both fields.Increasingly more universities across the country and the world have an ArchitecturalEngineering curriculum. However, most existing programs emphasize training inArchitectural Engineering with significantly less emphasis placed on structuralengineering. In this report, I devised an undergraduate curriculum(s) at NC StateUniversity to build a professional career in building/bridge design with strong emphasisin both the structural as well as the architectural aspects. This plan may serve as a modelfor programs interested in a similar training path

Conference Session

Teaching Innovation in Architectural Engineering I

Collection

2006 Annual Conference & Exposition

Authors

Christine Theodoropoulos, University of Oregon

Tagged Divisions

Architectural

examination of schoolperformance related to relevant student performance criteria used in theaccreditation process. It includes a review of the seismic design content ofarchitecture programs and the methods used to teach seismic design in an effort tochart how students learn seismic design concepts at various institutions. Findingsinclude information about regional influences and the professional profile ofinstructors as well as faculty assessment of currently available teaching materialsand identification of future teaching materials needs. Most significant is evidencesuggesting that although most schools of architecture address the concepts centralto seismic design across the curriculum in a variety of courses, there are barriersthat may prevent

Conference Session

Technical Issues in Architectural Engineering I

Collection

2006 Annual Conference & Exposition

Authors

Jeanne Homer, Oklahoma State University

Tagged Divisions

Architectural

it is taught by a team of three architects,one of whom specializes in environmental controls, and one structural engineer, and the size ofthe class varies from 30 to 45 students. Both architecture and architectural engineering studentsare required to take this course. The course requirements are somewhat different for the twomajors, and often less than a quarter of the class is AE students. We have come to call this theComprehensive Semester because it not only requires the use of information learned throughoutthe curriculum, but also incorporates a studio, a technology seminar, and a management courseinto a tightly knit whole. Throughout the semester, all students integrate architectural design withmechanical and structural systems design

Conference Session

Teaching Innovation in Architectural Engineering I

Collection

2006 Annual Conference & Exposition

Authors

Suzanne Bilbeisi, Oklahoma State University

Tagged Divisions

Architectural

– that is a direct result of the project goals, the needs of the user group, and the vision ofthe architects and architectural engineers. Architectural engineers play an integral role in thecreation of architecture, as they are responsible for the design and analysis of the requiredtechnical systems.Assignment 7Students are asked to imagine that they have just been hired as the lead designer for a new“space” on the university campus. The space will be visible from the president’s office, and willbe a reminder to him of the creativity and innovation of students and the learning process. Thenew space most likely will become a meeting and gathering point for students as they go abouttheir daily life on campus.The functional program is quite simple

Conference Session

Technical Issues in Architectural Engineering I

Collection

2006 Annual Conference & Exposition

Authors

John Phillips, Oklahoma State University

Tagged Divisions

Architectural

engineering student’scurriculum. At this point in the curriculum, the students have completed all of their structuraldesign courses, but have not yet dealt with studio projects beyond the schematic design phase.Fig 1: Oklahoma State University - Architectural Engineering majors Curriculum ChartThis studio is team taught by four faculty members (two architects, one environmental controlsand one structural) and has been structured to give the students an experience similar to whatwill be experienced in practice upon graduation. The course is structured so the schematic,design development, and construction documents phases are explored during the semester.During these three phases, each student acts as their own design firm where they deal with

Conference Session

Technical Issues in Architectural Engineering II

Collection

2006 Annual Conference & Exposition

Authors

Suining Ding, Indiana University Purdue University-Fort Wayne (Eng)

Tagged Divisions

Architectural

© American Society for Engineering Education, 2006 Teaching Dynamics of Cultural Dimensions In Design To Create Sustainable Environment: A Cross-Cultural Comparison Of ArchitectureAbstract Sustainable design is the concept that recognizes human civilization as an integral part ofthe natural world, and that nature must be preserved if the human community itself is to survive.Cultural dimensions of design are the tangible and intangible aspects of cultural systems that arevalued by or representative of, a given culture and reflected in the built environment [12]. Therewas no existing course in our curriculum to cover the topic of culture and design. Therefore, it isnecessary to develop a new