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

Conference Session

Architectural Division Technical Session 1

Collection

2016 ASEE Annual Conference & Exposition

Authors

Alec Roberto Zavala, California Polytechnic State University, San Luis Obispo; Peter Laursen, California Polytechnic State University, San Luis Obispo; Cole C. McDaniel, California Polytechnic State University, San Luis Obispo; Graham C. Archer P.Eng, California Polytechnic State University, San Luis Obispo

Tagged Divisions

Architectural

concrete floor through 1” thick steel base plates and four 5/8” diameter bolts. Theweight of each floor, including the beams and columns, is about 6000 lbs. The plan dimensionsof the frame are approximately 50” x 50” and the floor heights are 54” and 71” for the 1st and2nd floors, respectively. The columns are oriented such that there is a strong and a weak axisdirection. An advantage of the structure is that it is simple enough to be assessed by handcalculations. It can be analyzed by hand when simplified to a 2D system with 1 translationaldegree of freedom per floor and used to validate the computer output.Figure 10: Laboratory structure, Beam/Column Connection and Column Base ConnectionFigure 11: Laboratory structure, Computer model [ETABS4

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

architectural technology varies from the perfunctory to the pervasive. Nevertheless, it’s fair to suggest that each school of architecture in North America is defined by its choice among the variables of teaching architectural technology.”1This observation suggests that the issue of technology teaching for architecture students is notgiven significant weight in academic discourse. Further weight is leant to this argument by Cary’sreflection in a 2003 Design Intelligence article about that publication’s planned Skills Assessmentsurvey. He notes the relative paucity of longitudinal studies of architecture students’ professionalpreparedness. “If these were unprecedented findings or if individual schools, firms or our national