Displaying all 4 results
- Conference Session
- Architectural Engineering Division (ARCHE) Technical Session 1
- Collection
- 2023 ASEE Annual Conference & Exposition
- Authors
- Sanjeev Adhikari, Kennesaw State University; Kathryn Bedette, Kennesaw State University; Giovanni Loreto, Kennesaw State University
- Tagged Topics
- Diversity
- Tagged Divisions
- Architectural Engineering Division (ARCHE)
different universities. Students and departments have always praised him for his outstanding teaching and research excellence. He has been involved in numerous professional societies to supplement his teaching and research, including ASCE, ACI, ASEE, ASC, ATMAE, and TRB. His re- search output has been well disseminated as he has published 100+ journal papers and conference papers. His research interests are 1) Creating Innovative Sustainable Materials, 2) Digital Construction, 3) BIM and VDC, 4) Virtual Testing Lab, 5) Construction Education, and 6) Sustainability.Kathryn Bedette, Kennesaw State UniversityGiovanni Loreto, Kennesaw State University Giovanni Loreto is an Assistant Professor in the College of Architecture and
- Conference Session
- Architectural Engineering Division (ARCHE) Poster Session
- Collection
- 2023 ASEE Annual Conference & Exposition
- Authors
- Daniel Cartuche; victor R viteri; Miguel Andres Guerra, Universidad San Francisco de Quito USFQ; Homero Murzi, Virginia Polytechnic Institute and State University
- Tagged Topics
- Diversity
- Tagged Divisions
- Architectural Engineering Division (ARCHE)
the role of both civil engineer and architect. In 1818 the Institute of CivilEngineers appeared in Great Britain, and it was not until 1834 that the Royal Institute ofBritish Architects was formed in the same country. The creation of these twoinstitutions gave rise to different specializations in each profession. On the one hand,engineering and structural problems and, on the other hand, design and functionalspecifications [1]. This event initiated the creation of a gap between both constructionbranches that has been growing until today so that even though both professions sharesimilar design objectives the standards experienced are different [2], [3]. Nowadays, dueto technological advances and the growth of the demand for infrastructure
- Conference Session
- Architectural Engineering Division (ARCHE) Technical Session 2
- Collection
- 2024 ASEE Annual Conference & Exposition
- Authors
- Ignacio Guerra P., Universidad San Francisco de Quito
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- Diversity
- Tagged Divisions
- Architectural Engineering Division (ARCHE)
his experience in the construction industry into the classroom. ©American Society for Engineering Education, 2024 WIP: Mind mapping to improve architecture students’ skills in navigating hand-on and lecture-based pedagogies. Ignacio Guerra P. 1*, Juan Sebastián Andrade21 Professor, Universidad San Francisco de Quito USFQ, Colegio de Arquitectura y Diseño de Interiores CADI, Departamento de Arquitectura, Casilla Postal 17-1200-841, Quito 170901, Ecuador.2 Undergraduate student, Universidad San Francisco de Quito USFQ, Colegio de Arquitectura y Diseño de Interiores CADI, Departamento de Arquitectura, Casilla Postal 17-1200-841, Quito 170901, Ecuador
- Conference Session
- Architectural Engineering Division (ARCHE) Technical Session 2
- Collection
- 2025 ASEE Annual Conference & Exposition
- Authors
- C. Elizabeth George, University of Notre Dame; Heidi A. Diefes-Dux, University of Nebraska - Lincoln; Euclides Maluf, University of Nebraska - Lincoln; Ece Erdogmus, Clemson University
- Tagged Topics
- Diversity
- Tagged Divisions
- Architectural Engineering Division (ARCHE)
; ConstructionAbstractArchitectural Engineering and Construction (AE/C) students’ self-efficacy and interest can beincreased by showing engineering impacts on the real-world. Classroom access to real-worldexamples can be challenging, but virtual and augmented reality (VR/AR) can enable access.Virtual/Augmented-Reality-Based-Discipline Exploration Rotations (VADERs) modules usedreal-world engineering examples to engage students in understanding the five subdisciplines ofAE/C. To maximize the benefit of VR/AR, students’ immersion in these learning experiences isnecessary. The purpose of this study was to determine the extent to which students experienced aflow state (absorption and fluency) in VADERs. VADER-1 was implemented in first-year AE/Cintroductory courses at three