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 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

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

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

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