- 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
- Tagged Topics
-
Diversity
- Tagged Divisions
-
Architectural
Design for an Integrated ProjectDelivery Studio. Proceedings of the 46th ASC International Conference. Omaha, Nebraska, 2011.8 Vanasupa, L., K.E. McCormick, C.J. Stefanco, C. J., R.J. Herter, & M. McDonald. Challenges in Transdisciplinary,Integrated Projects: Reflections on the Case of Faculty Members’ Failure to Collaborate. Journal of InnovativeHigher Education. 37/3, 2011.9 Estes, A.C. and Baltimore, C. “Using K’nex to Teach Large Scale Structures to Architects and ConstructionStudents.” Paper 2014-9826. 2014 ASEE Annual Conference and Exposition Proceedings, ASEE, Indianapolis,2014.10 ARCE Magazine, “K’nex Connection: Students Play with Toys, Learn About Structures.” Department ofArchitectural Engineering, California Polytechnic
- 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
undergraduatecourses that build upon pre-requisite content, course-based practice minimizes repetitivetreatment of previous material. Mayo (2004) advocates a balance of fundamental coursetheory with active, case-based instruction so that students not only reflect upon pastexperience to construct new learning, they also share knowledge in a social construct. Thisapproach was a benefit to students in this case study as they learned collaboratively, buildingthe depth of their design aptitude.Readers are encouraged to extrapolate the process and steps of this case study for theirdiscipline specific content areas. While the experiences and projects of this case study maybespecific for design students, the application of exposing students to projects from inception
- 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
have developed a need for patronage, as well asthe related reliance upon idiosyncratic terms and isolated practices can be found in MargaretCrawford’s writing, “Can Architects Be Socially Responsible?” Similar trends, often morepronounced, can be found within the processes used by engineers. SOURCE? MargaretCrawford, “Can Architects Be Socially Responsible?” in Out of Site: A Social Criticism ofArchitecture, edited by Diane Ghirardo (Seattle: Bay Press, 1990): 27-45.ix Jerome Bruner, Toward a Theory of Instruction (Cambridge: Harvard University Press, 1966),82-83.x Bruner, 25-26.xi Bruner, 72 (emphasis mine).xii “If this meaning is at once accepted, there is no reflective thinking, no genuine judgment.Thought is cut short
- 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
- Tagged Topics
-
Diversity
- Tagged Divisions
-
Architectural
assigned to mentor the student through the semester.The academic component of the internship includes the preparation of various reports thatdocument the student’s role in the company, how they are leveraging networking and growthopportunities and reflection on the internship experience itself.The student is required to coordinate an on-site, face-to-face meeting with their immediatesupervisor and faculty advisor to discuss their progress throughout the internship. The studentintern is required to take meeting notes to document the conversation with a focus onaccomplishments and continuous improvement areas. The faculty advisor uses a preparedgrading rubric for each assignment, reviews and grades the report and reports the correspondinggrades