Conference Session

Architectural Engineering Division (ARCHE) Technical Session 1

Collection

2023 ASEE Annual Conference & Exposition

Authors

Andrea Atkins, University of Waterloo; Alison McNeil; Rania Al-Hammoud, University of Waterloo

Tagged Divisions

Architectural Engineering Division (ARCHE)

Paper ID #38335The Effect of the Application of Feedback and Reflection on an IterativeStudent Design ChallengeMrs. Andrea Atkins, University of Waterloo Andrea Atkins is a lecturer in Architectural Engineering at the University of Waterloo. Previously, she was a structural designer at Blackwell Structural Engineers in Toronto.Alison McNeilDr. Rania Al-Hammoud, University of Waterloo Rania Al-Hammoud is a lecturer and the current associate chair of undergraduate studies at the civil & environmental engineering department at university of waterloo. Dr. Al-Hammoud has a civil engineering background with research focusing

Conference Session

Architectural Engineering Division (ARCHE) Technical Session 2

Collection

2024 ASEE Annual Conference & Exposition

Authors

Alexander Campbell, Oklahoma State University

Tagged Divisions

Architectural Engineering Division (ARCHE)

, and we’re looking into fixing it” [7].Due to the issues encountered with the first exercise, students did not complete the assignment andwere instead asked to focus their attention on writing a reflection on why AI Chatbots may not beready to produce graphs within Excel at this time. Students also reflected on the issues theyencountered when trying to complete the assignment and if they felt they could have accomplishedthe task in Excel faster and more accurately without the assistance of the AI Chatbot. The feedbackreceived overwhelmingly suggested that AI Chatbots are not ready to produce VBA code thegenerates graphs within Excel for the time being and creating these graphs manually may be a betteroption since it would be faster and result

Conference Session

Architectural Engineering Division (ARCHE) Technical Session 1

Collection

2024 ASEE Annual Conference & Exposition

Authors

Filza H. Walters, Texas A&M University; Nadia Shuayto, Ohio Northern University; Saira Anwar, Texas A&M University

Tagged Divisions

Architectural Engineering Division (ARCHE)

Activity: students interview in written communications to industry professionals in set up the meeting. During person (or via meetings they acquire teleconference) who are information, images and take young professionals and notes. Using material from seasoned professionals their interactions, they prepare individual writing reflections of their experience and

Conference Session

Architectural Engineering Division (ARCHE) Technical Session 1

Collection

2025 ASEE Annual Conference & Exposition

Authors

Daniel Linares, Florida Gulf Coast University; Diana Marcela Franco Duran, University of Virginia; David R. Gutierrez, University of Virginia; Anh D. Chau, Florida Gulf Coast University; Marina Figueiredo Muller, Florida Gulf Coast University; Felipe Ossio, Pontificia Universidad Catolica de Chile

Tagged Divisions

Architectural Engineering Division (ARCHE)

, & assessments • IRB Review Data Analysis Data Collection • Analyze differences between • Pre-Course Survey the two approaches (e.g., • Post-Course Survey engagement, satisfaction, • Students Performance Data performance) Evaluation Reflection & • Test hypotheses on Recommendations project impact

Conference Session

Architectural Engineering Division (ARCHE) Technical Session 1

Collection

2024 ASEE Annual Conference & Exposition

Authors

Rachel Mosier, Oklahoma State University; Rania Al-Hammoud, MpowerU Training & Consultancy Inc.

Tagged Divisions

Architectural Engineering Division (ARCHE)

ABET & CEABAbstract: This paper endeavors to contribute to the ongoing discourse regarding the state ofArchitectural Engineering education in higher institutions. Expanding on previous studies, thispaper specifically investigates architectural engineering programs accredited by CEAB andABET in Canada, the United States and internationally. It aims to enable a comparative analysis,revealing notable differences among these accredited programs. One key observation is thediversity of specializations or areas of emphasis offered by different international universitieswithin the field of architectural engineering. These specializations often reflect the uniquestrengths and priorities of each institution. Another notable difference lies in

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 other hand, theUnited States reflects its competition individually, creating a culture where everyone"strives to be the best they can be" and that "the winner takes all" [26].Uncertainty avoidance in Ecuador is relatively high which means that it uses differentmechanisms to avoid ambiguity, in this culture emotions are expressed openly andconservatism prevails even though the rules are not always respected, about itscollectivist characteristic this also reflects that the traditions of each group are alwayshighly respected [18]. The United States, on the other hand, is below average, whichmeans that its members accept new ideas and try new things; this can also be seen in thehigh level of innovation and creation of new products in the

Conference Session

Architectural Engineering Division (ARCHE) Poster Session

Collection

2023 ASEE Annual Conference & Exposition

Authors

Ignacio Guerra P.; Juan Sebastian Andrade, Universidad San Francisco de Quito; Nicole Janine Villacís, Nicole Villacís

Tagged Divisions

Architectural Engineering Division (ARCHE)

bridge the skills required forboth. This article explores the role of using Mind Mapping in lecture-based courses toconnect with the knowledge of hands-on courses. During Fall 22, researchers used mindmapping in 4 courses of construction III (62 junior students) and 1 course of ConstructionsI (18 sophomore students). This study analyses the outcome of students’ performance interms of the knowledge highlighted in their mind maps and the application in their exams.Finally, instructors conducted a survey to inquire students about their perception about therole mind mapping plays in their learning and course performance. The authors reflect onthe design of the intervention and explore the avenues academia could take to form newpedagogical approaches

Conference Session

Architectural Engineering Division (ARCHE) Technical Session 3

Collection

2023 ASEE Annual Conference & Exposition

Authors

Eric Anderson R.A., State University of New York, College of Technology at Farmingdale

Tagged Divisions

Architectural Engineering Division (ARCHE)

needs with consideration of public health, safety, andwelfare, as well as global, cultural, social, environmental, and economic factors, and (SO 6) todemonstrate an ability to develop and conduct appropriate experimentation, analyze and interpretdata, and use engineering judgment to draw conclusions.Introduction The design and construction sectors deliver services based on a profit model. Despite this,economic analysis in architectural design instruction is severely lacking. The standards thatgovern economic analysis in architectural design, professional, and instructional activities areambiguous at best. This is reflected by the accreditation standards for professional programsoverseen by the National Architectural Accreditation Board (NAAB

Conference Session

Architectural Engineering Division (ARCHE) Technical Session 2

Collection

2025 ASEE Annual Conference & Exposition

Authors

Ignacio Guerra P., Universidad San Francisco de Quito USFQ; MiguelAndres Andres Guerra P.E., Universidad San Francisco de Quito USFQ

Tagged Divisions

Architectural Engineering Division (ARCHE)

).The researchers assessed students' performance by analyzing the knowledge reflected in theirmind maps and its application in exams. Additionally, a survey was conducted to gaugestudents' views on how Mind Mapping influenced their learning and performance. Finally,the authors reflect on the intervention design and suggest how academia could develop newpedagogical methods to better connect the skills from both pedagogies in architecturaleducation, offering insights for research and practice.IntroductionMind maps are visual pedagogical tools that can significantly benefit students who areinclined towards visual learning. This method is especially useful for architecture students,as their field is inherently visual and artistic, requiring a

Conference Session

Architectural Engineering Division (ARCHE) Technical Session 2

Collection

2024 ASEE Annual Conference & Exposition

Authors

Ignacio Guerra P., Universidad San Francisco de Quito

Tagged Topics

Diversity

Tagged Divisions

Architectural Engineering Division (ARCHE)

Sustainability (49senior students). This study analyses the outcome of students’ performance in terms of theknowledge highlighted in their mind maps and the application in their exams. Finally,instructors conducted a survey to inquire students about their perception about the rolemind mapping plays in their learning and course performance. The authors reflect on thedesign of the intervention and explore the avenues academia could take to form newpedagogical approaches to connect skills from both pedagogies in architecture education.Implications for research and practice are provided.IntroductionMind maps serve as a visual pedagogical tool, particularly suitable for students inclinedtowards this learning method. It is essential to underscore that visual

Conference Session

Architectural Engineering Division (ARCHE) Technical Session 2

Collection

2023 ASEE Annual Conference & Exposition

Authors

Darrell D. Nickolson, Indiana University - Purdue University Indianapolis; Kelly Scholl, Indiana University-Bloomington

Tagged Divisions

Architectural Engineering Division (ARCHE)

spaces andcollaborative learning attitudes. Learning Environments Research, 22, 325-344.(5) Park, E. L., & Choi, B. K. (2014). Transformation of classroom spaces: Traditional versusactive learning classroom in colleges. Higher Education, 68, 749-771.(6) Chang, R. L., Stern, L., Sondergaard, H., & Hadgraft, R. (2009, January). Places for learningengineering: A preliminary report on informal learning spaces. In Proceedings of the Research inEngineering Education Symposium, Palm Cove, QLD. Retrieved December (Vol. 12, p. 2009).(7) Whittaker, C., & Charles, E. S. (2020). Flipping out–reflections on ten years of development,innovation and design in technology-rich collaborative learning spaces and active learningpedagogical capacity

Conference Session

Architectural Engineering Division (ARCHE) Technical Session 3

Collection

2023 ASEE Annual Conference & Exposition

Authors

Ziyi Wang, Penn State University; Robert M. Leicht, Pennsylvania State University; Ryan L. Solnosky P.E., Pennsylvania State University

Tagged Divisions

Architectural Engineering Division (ARCHE)

successful? The depth of knowledge is shown across responses asindicated by a sufficient depth and breadth of knowledge and technical expertise comments. Otherrespondents mentioned technical rigor or examples of advanced skills, such as disciplinary engineeringsoftware. Attitude is reflected in the fact that a serious attitude to study or work can make graduates standout and thus make them successful. The multidisciplinary setting replies suggest that students' exposure todifferent disciplines helps to build a holistic understanding of design and construction. Respondents feltthat this 'exposure to different disciplines' setup would enable students to excel and succeed based on theirability to interact with others and to develop better solutions

Conference Session

Architectural Engineering Division Technical Session

Collection

2023 ASEE Annual Conference & Exposition

Authors

Mohsen Goodarzi, Ball State University

Tagged Divisions

Architectural Engineering Division (ARCHE)

practice has not yet been evaluated to see if it is making any changes, it can bemeasured by comparing the reflection surveys taken after finishing this course in the previousyears and after infusing NACE competencies into the course syllabus in the Fall semester of2023. The future study can use the findings of the reflection survey to discuss the success of thispractice. This study introduces a process and challenges through which professors andinstructors can evaluate and modify their course outcomes to help prepare students for theircareers.ReferencesBiggs, J. (1996). Enhancing teaching through constructive alignment. Higher Education, 32(3), 347–364. https://doi.org/10.1007/BF00138871/METRICSFick, J., & Jones, J. W. (2018). LEED® LabTM

Conference Session

Architectural Engineering Division (ARCHE) Technical Session 2

Collection

2025 ASEE Annual Conference & Exposition

Authors

Zhenlin Yang, University of Florida; Gabriel Castelblanco, University of Florida; Laura Melissa Cruz Castro, University of Florida

Tagged Divisions

Architectural Engineering Division (ARCHE)

proficiency and deeperengagement with the principles of green building.Methods:This study involved the development of an AI-driven feedback tool for LEED Narrativeassignments and a comparative review of its outputs alongside feedback from two TAs.Although the project did not involve live student submissions, the methodological frameworkwas designed to reflect typical scenarios in which LEED Narratives are graded. The proceduresdescribed here establish how the data were gathered and analyzed, forming a basis forsubsequent studies that will incorporate real classroom implementations.Human Feedback ProvidersTwo TAs with multiple semesters of experience grading LEED-related coursework served ashuman reviewers. they will follow official LEED rubric for

Conference Session

Architectural Engineering Division (ARCHE) Technical Session 1

Collection

2025 ASEE Annual Conference & Exposition

Authors

Rania Al-Hammoud, MpowerU Training & Consultancy Inc.; Hyekyung Lee, University of Waterloo

Tagged Divisions

Architectural Engineering Division (ARCHE)

Each Sub-ILO for ILOs 1-3To help students understand better the grading throughout the course, an Excel sheet wasprovided to allow them to enter their grades as they progress throughout the course and figureout where they’re standing. A screenshot of the Excel sheet is shown in Appendix B.ResultsAt the end of the term, students were invited to reflect on their learning using the OBA methodthrough an online survey. Out of the 350 students enrolled in the course over the 4 engineeringprograms, a total of 143 students responded. The survey questions are shown in Appendix C.Architectural Engineering students specifically noted that having multiple assessmentopportunities allowed them to approach problem-solving more methodically, an essential

Conference Session

Architectural Engineering Division (ARCHE) Technical Session 1

Collection

2024 ASEE Annual Conference & Exposition

Authors

Jose G. Rangel-Ramirez, Tecnologico de Monterrey; Saul E. Crespo, Tecnologico de Monterrey ; Miguel X. Rodriguez-Paz, Tecnologico de Monterrey ; Luis Horacio Hernandez Carrasco P.E., Tecnologico de Monterrey

Tagged Divisions

Architectural Engineering Division (ARCHE)

turn generate evaluation products reflecting their daily effortand commitment to learning. This poses an additional challenge to their learning."Aligned with the student's learning challenges, the educational strategy for improving theteaching-learning process aims to achieve the following objective: "To facilitate the student'sadaptation to the thematic context of the training unit, synthesizing the relevant knowledge tobe retained, and thus homogenizing knowledge among students, encouraging them to payattention and develop skills from the first day, where the results of their performance in theactivity allow them to generate and reflect their effort from day one."Based on the previous issue, various hypotheses about this problem can be

Conference Session

Architectural Engineering Division (ARCHE) Technical Session 1

Collection

2024 ASEE Annual Conference & Exposition

Authors

Ryan Solnosky P.E., Pennsylvania State University; John J. Phillips, Oklahoma State University

Tagged Divisions

Architectural Engineering Division (ARCHE)

within the college or university, all can impact the capstone experience [1, 9-11]. Given theirimportance, along with ABET accreditation requirements, capstones require continued reflection andevolution to keep the academic experience relevant and impactful [8,12]. One way to keep capstones relevant is to review/assess what other similar programs areincorporating into their programs in regard to means, methods, and trends [12-13]. A review of publishedcapstone papers has shown limited documented successes and struggles by AE educators as compared toother engineering majors [13-15]. The majority of papers focus on the delivery, assessment, andengagement aspects [14,16]. This paper seeks to expand the earlier studies [14-15] to focus on

Conference Session

Architectural Engineering Division (ARCHE) Technical Session 1

Collection

2025 ASEE Annual Conference & Exposition

Authors

Jose Guadalupe Rangel Ramirez, Tecnologico de Monterrey, School of Engineering and Sciences; Miguel X. Rodriguez-Paz, Tecnologico de Monterrey (ITESM); Luis Horacio Hernandez Carrasco P.E., Tecnologico de Monterrey (ITESM)

Tagged Divisions

Architectural Engineering Division (ARCHE)

of the A&E teaminvolved in the project.II. Stakeholder and Model Use: For applicable projects, stakeholder analysis becomesessential, and the corresponding model use must be tailored to reflect theseconsiderations.2nd Step: The preliminary development of BEPIt is necessary to develop the preliminary deliverables of the chosen BEP framework. Inthis step, it is proposed that the developed deliverables can be improved later. The mostrelevant task is for students to realize the scope of work, thinking in terms of time andresources (material and human resources). This step could make students return to thefirst step because each group already shapes the organizational structure. Still,more/fewer resources must be introduced to implement the

Conference Session

Architectural Engineering Division (ARCHE) Technical Session 1

Collection

2025 ASEE Annual Conference & Exposition

Authors

bodhisatta hajra, Oklahoma State University; John J Phillips P.E., Oklahoma State University; Laura K Emerson, Oklahoma State University

Tagged Divisions

Architectural Engineering Division (ARCHE)

better in summer.Although there is no marked difference in the performance of students attending in-person oronline, the latter may affect student performance due to limited interaction, as explained further.Figure 5 reflects the performance during covid outbreak that mainly relied on online class and oneinstructor, thus resulting in a higher failure percentage (22% in 2020 and 16% in 2021). Also, thecombined percentage of students getting an ‘A’ or ‘B’ was found to be less than 50%. Results doindicate that there have been improvements in student performance, especially post-covid,although some recent developments can further this change, as described in the following section. Grades for Summer 2023 [in-person] Grades for

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)

. Her research focuses on the development, implementation, and assessment of modeling and design activities with authentic engineering contexts; the design and implementation of learning objective-based grading for transparent and fair assessment; and the integration of reflection to develop self-directed learners.Euclides Maluf, University of Nebraska - Lincoln The author is an experienced Industrial Engineer with a minor in Occupational Safety Engineering and Education. With over 10 years of expertise in training professionals across companies, educational institutions, and industries, they possess strong skills in processing, analyzing, and synthesizing large data sets. Their ability to thrive in collaborative

Conference Session

Architectural Engineering Division (ARCHE) Technical Session 2

Collection

2023 ASEE Annual Conference & Exposition

Authors

Nicholas Tymvios, Bucknell University; John Gambatese P.E., Oregon State University; Jake Smithwick, University of North Carolina at Charlotte

Tagged Divisions

Architectural Engineering Division (ARCHE)

reasons suchas: • “To stay current in the latest trends,” • “To keep the course relevant” • “Important to stay current with the industry”, and • “… the class should be constantly updated to reflect the trends in market shifts, labor forces, software and tools, and many, many more changes.”But not all comments regarding these changes were related to topic content. Of the 24individuals who stated that they update course content every 4 to 5 years, fifteen (15) providedsome explanation to that extent. From these comments, two (2) of the fifteen (or 13.3%),described reasons that relate to updates in the delivery of the course (“Means and Methods”) andnot course content. Similarly, from the 28 participants who stated they update

Conference Session

Architectural Engineering Division Technical Session

Collection

2023 ASEE Annual Conference & Exposition

Authors

Ryan L. Solnosky, P.E., Pennsylvania State University; Moses Ling, P.E., Pennsylvania State University

Tagged Divisions

Architectural Engineering Division (ARCHE)

rarely presented as a concern. Sledge-hammer approaches were common.Experiment procedures that might discover the threshold for success were rarely promoted. Preconceived Notions – Some reports clearly reflected the team’s preconceived notions of theproject goals or requirements. Project narrative was ignored by some teams. Many groups ignore privacyand thermal comfort issues mentioned as critical concerns in the project brief and proposal opening the doorright after a shower similar to their practice at home. Some team even suggests bringing in box fans blowingair into the bathroom. Ineffective Internal Team Collaboration – In student teams, collaboration rarely resulted in evendistribution of work and, by inference, learning

Conference Session

Architectural Engineering Division (ARCHE) Technical Session 3

Collection

2023 ASEE Annual Conference & Exposition

Authors

Shannon Chance, Technological University Dublin & University College London; Barry McAuley, Technological University Dublin

Tagged Divisions

Architectural Engineering Division (ARCHE)

variousmethods, such as content analysis or citation analysis. The results are then presented in a visualmap or table, providing an overview of the research landscape in the field, identifying knowledgegaps and areas of potential future research. We look forward to conducting such a study, so wecan learn and grow as a BIM and AEC community.ConclusionsWe believe that research and reflective practice are crucial for evolving the field of digitalconstruction. We believe that research generated by students and academics at TU Dublin ishelping improve the knowledge base in Ireland. The research that is available via the university’sdigital repository is helping the TU Dublin community share knowledge with others, as are thestudents and teachers who prepare

Conference Session

Architectural Engineering Division (ARCHE) Technical Session 2

Collection

2024 ASEE Annual Conference & Exposition

Authors

Pavel Navitski, Oral Roberts University; Rachel L. Budavich, Oral Roberts University; Anna K. Kinnunen, Oral Roberts University; Nathaniel Youmans, Oral Roberts University; Tanner David Craig, Oral Roberts University; Hannah Marie Lucy, Oral Roberts University

Tagged Divisions

Architectural Engineering Division (ARCHE)

overall weight of the design but also reduces the exposedmetal surface area not covered by plants. Additionally, the bends in the troughs facilitateefficient substrate retention, promoting conducive conditions for robust plant growth whileoptimizing spatial efficiency.In conclusion, the analysis of patents related to vertical gardening has provided invaluableinsights that have profoundly influenced the design and development of the botanical wallproject. The transition from 3D-printed pots to troughs for plant containment, inspired by patentssuch as US8141294-B2 and CN101553108B, reflects a strategic shift toward cost-effective andmanufacturable solutions. Moreover, the structural integrity evaluation guided by patent findingshas informed

Conference Session

Architectural Engineering Division (ARCHE) Technical Session 2

Collection

2025 ASEE Annual Conference & Exposition

Authors

Yumna Kurdi, University of Idaho; Damon Woods, University of Idaho

Tagged Divisions

Architectural Engineering Division (ARCHE)

taken in the spring,the time that operable windows are most prevalently used. These CO2 levels may appearsignificantly different during mid-winter when few windows are opened by the teachers. W-School-R-09 H-School-R-200 L-School-R-28Figure 4. Indoor CO2 levels collected in 5-minute intervals across several classrooms in schoolsin Idaho.Conclusion:This ongoing research explores the integration of science, engineering, and technology to supportSTEM education, specifically focusing on Building Science and IEQ in schools. The essentialrole of technology in face-to-face education is reflected in initiatives such as the U.S