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

simulations influence the design of sustain- able built environments. Prior to joining the faculty at Syracuse, Bess was a HASS Fellow at Rensselaer Polytechnic Institute’s Center for Architecture Science and Ecology (CASE), where she received her Ph.D. in Architectural Sciences. She has practiced with Lubrano Ciavarra Architects and with Skidmore, Owings, & Merrill (SOM) on the design of international projects that integrate next-generation building technologies. Bess teaches technical and design courses focused on the integration of building systems, environmental data, and user feedback loops into design processes. She leads the Interactive Design and Visualization Lab at the Syracuse Center of Excellence (COE

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

IntroductionTraditional, stud-based methods of residential construction are not sustainable, from either anenvironmental or economic perspective. The resources embedded within this form ofconstruction are generally poorly allocated, the materials used often cheap and, at times, toxic,and the methods deployed, inefficient. The resulting homes are resource intensive – a problemamplified by the fact that the resulting structures must be made livable through the continualinfusion of non-renewable resources and most will have a sharply limited useful lifetime.In order to investigate this concern further, several groups of students pursuing advanced degreesin architecture have, over the last two years, collaborated with experts in the fields ofdevelopment, fabrication

Conference Session

Architectural Division Technical Session 1

Collection

2016 ASEE Annual Conference & Exposition

Authors

Edward M. Segal, Hofstra University; Sigrid Adriaenssens, Princeton University

Tagged Divisions

Architectural

is a statically determinate structure. Hence the bridge required few simplifyingassumptions for the students to understand its structural behavior and allowed them to explorethe influence of different design changes such as increasing the number of cables, using adifferent cable arrangement, inclining the tower, and altering the tower configuration.Figure 1. Sabrina Footbridge in perspective. Photograph courtesy of Philip Halling2.The course learning objectives associated with this project combined three forms of language:words, graphics, and mathematics3 and focused on emphasizing critical design skills such asproblem scoping4, brainstorming, sketching5, generating and evaluating design alternatives, andcritique6. The specific learning

Conference Session

Architectural Division Technical Session 1

Collection

2017 ASEE Annual Conference & Exposition

Authors

Rachel D. Mosier, Oklahoma State University; John Robert Reck, Oklahoma State University; Heather N. Yates, Oklahoma State University; Carisa H. Ramming, Oklahoma State University

Tagged Divisions

Architectural

habits or study types. (Blumner andRichards. 1997). Although there are many possible predictors for success, the use of standardizedtesting is still very popular in higher education.At the university in this study, an additional step is taken during the admission process to betterdetermine placement for the incoming student. Created by McGraw-Hill, the Assessment andLEarning in Knowledge Spaces (ALEKS) is a common test administered to incoming students todetermine class placement. Students may take this test up to five times. The first time not beingproctored, the second though fifth times being proctored.The ALEKS test is an adaptive computer generated exam. Students may not use a piece of paperand a pencil for calculations. All calculations

Conference Session

Architectural Division Technical Session 1

Collection

2017 ASEE Annual Conference & Exposition

Authors

Morad Rachid Atif , Texas A&M University; Samantha Michele Shields, Texas A&M University ; Debra A. Fowler, Texas A&M University; David E. Claridge P.E., Texas A&M University

Tagged Divisions

Architectural

Paper ID #18593Industry-Aligned Interdisciplinary Program DesignDr. Morad Rachid Atif , Texas A&M University Dr. Morad Atif is the Director of Architectural Engineering and Professor of Practice at Texas A&M University. He held executive positions at the National Research Council of Canada, including Director- General of the Institute of Research in Construction and of Canada’s National Building and Energy Codes; Director of the Indoor Environment Research Program and of the Canadian Center of Housing Tech- nology. He served as Chairman of the International Energy Agency’s Executive Committee of Energy

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

and a series ofaccelerometers that measured the response of the floor and the roof. The linear shaker was placedin the middle of the roof to excite the structure at the natural frequency in the transversedirection. Figure 4 shows the FVT setup. The experimental natural frequency was found to be f =6.1 Hz (Table 1) and Figure 2 shows the corresponding mode shape in shaded grey. The studentsquickly concluded that the original computer model overestimated the system stiffness. Pastexperience with FVT analysis and computer modeling generally shows that computer modelstend to overestimate the system stiffness, so a difference in frequency between the computermodel and the experiment of around 30% was not alarming. However, as the students studied

Conference Session

Architectural Division Technical Session 1

Collection

2017 ASEE Annual Conference & Exposition

Authors

Negar Heidari Matin, Eastern Michigan University; Ali Eydgahi, Eastern Michigan University; Shinming Shyu, Eastern Michigan University

Tagged Topics

Diversity

Tagged Divisions

Architectural

materials. Ms. Matin has over 3 years of experience of teaching in architecture and interior design field at Azad Islamic University and Eastern Michigan University. She has been LEED Green Associate since 2016.Dr. Ali Eydgahi, Eastern Michigan University Ali Eydgahi started his career in higher education as a faculty member at the Rensselaer Polytechnic In- stitute in 1985. Since then, he has been with the State University of New York, University of Maryland Eastern Shore, and Eastern Michigan University. During 2006-2010, he was Chair of the Department of Engineering and Aviation Sciences, Founder and Director of the Center for 3-D Visualization and Virtual Reality Applications, and Technical Director of the NASA

Conference Session

Architectural Division Technical Session 3

Collection

2017 ASEE Annual Conference & Exposition

Authors

Orla LoPiccolo M. Arch, PDip (CM), Architect, State University of New York, Farmingdale

Tagged Divisions

Architectural

a 3-hour-longlecture? The author wanted to find out what effect a professor relating professional experiencewould have on student learning retention in comparison to the same lecture given without thesereal life stories. The goal of this paper is to investigate the background of storytelling ineducation and show its effect on student retention of related course material by comparing twosections of a first-semester freshmen course. The results of this preliminary study will providefaculty with an understanding of the relative benefit of engaging students through workexperience storytelling.Storytelling in Education:Telling stories is the oldest form of teaching and learning.1 It has been a method of educatingfrom pre-historic times. One

Conference Session

Architectural Division Technical Session 3

Collection

2017 ASEE Annual Conference & Exposition

Authors

Sudarshan Krishnan, University of Illinois, Urbana-Champaign

Tagged Divisions

Architectural

), and on the ASCE/ACI-421: Design of Reinforced Concrete Slabs Technical Committee of the American Concrete Institute (ACI). Besides several peer-reviewed journal and conference publications, he has co-edited a book published by the Council on Tall Buildings and Urban Habitat (CTBUH). c American Society for Engineering Education, 2017 Proceedings of the 2017 ASEE Conference and Exposition 25 - 28 June 2017, Columbus OH Deployable Structures: An Interdisciplinary Design ProcessAbstractHistory reveals that architects and engineers have constantly sought new and creative structuralsystems. Many special systems have thus evolved, namely

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

to present completed research and design work to a variety of downtown building owners. • Help complete inventory of downtown’s first-floor spaces so small businesses can make more informed decisions about which spaces will best suit their needs. • Increase assistance to property owners to accomplish the technical work required before tackling any renovations. • Lower pre-development costs for small businesses that want to open a business in a vacant, first-floor space. • Help inform local companies regarding enrollment trends in community college programs aligning with their industry and the benefit of recruitment.In addition to the unique aspect of using public-private partnerships to increase small

Conference Session

Architectural Division Technical Session 2

Collection

2017 ASEE Annual Conference & Exposition

Authors

Christopher Purdy, SmithGroupJJR; Paul Urbanek FAIA, NCARB, LEED AP, SmithGroupJJR

Tagged Divisions

Architectural

,disciplines, and diverse individuals.More and more, both are being viewed as valuable within engineering education,and accordingly the philosophy has even earned a name. “T-shaped” students andprofessionals are characterized by thorough disciplinary knowledge, an understandingof the nature of systems, and their ability to adapt and innovate across boundaries andbetween disciplines to address complex problems.8Architecture can express this ideal through designs that encourage collaboration ratherthan separation, and that build community rather than disciplinary silos within bothacademia and industry. Generally, this entails organizing a building by function ratherthan department. In other words, rooms and other elements — labs and workshops,classrooms

Conference Session

Architectural Division Technical Session 3

Collection

2017 ASEE Annual Conference & Exposition

Authors

Sheena Nastasia Marston, The Ohio State University; Fabian Hadipriono Tan P.E., The Ohio State University, Columbus, Ohio, USA; Michael Parke, The Ohio State University; Olga Maria Stavridis, Ohio State University; Lisa Elanna Burris, The Ohio State University, Columbus, Ohio, USA

Tagged Topics

Diversity

Tagged Divisions

Architectural

discipline. The presentation was designed to highlight therelevant goals of the topic by putting forth the technical information that arose from the research.It employed the use of a power point to highlight the construction process of Devon House using Q c American Society for Engineering Education, 2017 PAPER ID: 18690rendered photographs of the 3-D model. The entire session will last for one hour: approximately20 minutes for the presentation, which will also allow for the explanation of what the research isabout and allows any questions on the waiver; 20 minutes for questions, which will be

Conference Session

Architectural Division Technical Session 2

Collection

2016 ASEE Annual Conference & Exposition

Authors

Stan Guidera, Bowling Green State University

Tagged Divisions

Architectural

specific seismic criteria was the USGS on-line seismic calculator (http://earthquake.usgs.gov/hazards/designmaps/usdesign.php) Wind Loads: The resource used for determining site specific wind load conditions were the Applied Technology “Wind speed by Location” website (http://windspeed.atcouncil.org/). This calculator allowed for a wide variety of input parameters related to specific building configurations and dimensions.Figure 1, 2, 3, and 4 illustrate examples of the output generated by the online resources used inthe course.Phase 1 DiscussionAs anticipated, field documentation for the various case study locations indicated nearly identicalstructural systems with standardized wall and roof assemblies. Typical building widths

Conference Session

Technical Issues in Architectural Engineering I

Collection

2006 Annual Conference & Exposition

Authors

Claire Shigekawa, North Carolina State University

Tagged Divisions

Architectural

substantial contribution to theprofessional field of building and bridge design. The backgrounds of existingarchitectural engineering educational programs, both national and international, werestudied to gain a better understanding of the basic knowledge necessary for anarchitectural engineer. I researched the educational backgrounds of present leaders in thefield of architecture, engineering, or architectural engineering to try and formulate anacademic plan for success in a technical career. From all of the aforementioned actions, Iformulated a program for my university using existing classes that could potentiallybecome a curriculum for architectural engineering at NC State. In conclusion, I propose aplan for a five year dual-training program. I

Conference Session

Technical Issues in Architectural Engineering I

Collection

2006 Annual Conference & Exposition

Authors

Kevin Dong, Cal Poly-San Luis Obispo; Thomas Leslie, Iowa State University

Tagged Divisions

Architectural

design project. One school formedarchitectural design teams and the other structural design teams. Together project design teamswere formed to solve the program presented at the beginning of the winter session. Again, thepremise was to simulate relationships and processes used in the working world.Goals/Learning OutcomesThe goals were modest since this was the initial offering, but the eventual outcomes were not.The proposed learning outcomes can be summarized as follows: • Further develop communication skills; verbal, written, and graphic Page 11.375.2 • Further develop small group working skills • Understand how to work regionally

Conference Session

Practice/Partnership/Program Issues

Collection

2006 Annual Conference & Exposition

Authors

Jeong Woo; Robert Johnson, Texas A&M University; Mark Clayton, Texas A&M University

Tagged Divisions

Architectural

sought advice from experts in remote locations. It provides toolsfor showing images, such as drawings and renderings, and for engaging in a written dialogue(chat session). The written and graphic artifacts of the conversation are stored in a Web-accessible database. The profiles of the cases are summarized in Table 1.In all cases, a design problem was given to a group of participants, usually architectural designstudents, and they were asked to produce a design solution that meets the requirements of thedesign problem. Students consulted with experts as needed and desired. The second caseemployed graduate students and the first and third cases employed undergraduate students. Case Study 1 Case Study 2

Conference Session

Professional Practice and AEC Education

Collection

2009 Annual Conference & Exposition

Authors

Suining Ding, Indiana University-Purdue University, Fort Wayne

Tagged Divisions

Architectural

14.176.7 The author intends to use this collaborative studio as a framework to stimulate discussionabout the merits of collaboration among students, faculty and practitioner. The firstrecommendation is to add more critique sessions so more data could be collected through theprocess. The second recommendation is to conduct a further study, which compares acollaborative studio with a normal studio. Students’ design outcomes could be evaluated by moreassessment elements. The author would very much like to discuss the students’ involvement,process of decision making and the role of practitioners with the conference attendees forfeedback and generation of further variables.Reference[1] Amor, Cherif. (2008). Collaboration Studio: Conceptual

Conference Session

Professional Practice and AEC Education

Collection

2008 Annual Conference & Exposition

Authors

Matthew Dupuis, University of Wisconsin - Madison; Benjamin Thompson, University of Wisconsin - Madison; Lawrence Bank, University of Wisconsin - Madison; John Herridge, Autodesk

Tagged Divisions

Architectural

professional to teach the student to build models using Revit Building 9 and Revit Structure 3; ‚ Bi-monthly in-class laboratory sessions where students worked on their models and reviewed modeling techniques; ‚ An electronic forum where students were able to post questions and receive answers from the Autodesk professional; ‚ Bi-monthly presentations by leading local BIM users including owners, architects, structural engineers and construction engineers; ‚ Weekly technical reading assignments requiring students to read, review and answer questions on various BIM topics; and ‚ A final project in the last four weeks of the semester that required students to work in groups and research a BIM API

Conference Session

Teaching Innovation in Arch Engineering II

Collection

2006 Annual Conference & Exposition

Authors

Erich Connell, East Carolina University; David Batie, East Carolina University

Tagged Divisions

Architectural

enough to generalize conclusions, however we did learn some useful informationconcerning the course content, course participation, and course planning that would beuseful for future planning.Only one student rated the course low (1) in terms of learning about the differentdisciplines of the built environment, the remainder were evenly divided between average(3) and very much (4). Overall rating of how this course compared to others wasaverage. Upon reviewing the open ended responses there was a correlation betweensatisfaction with on-campus instructor and the rating given to the course. Those with aninstructor they were not satisfied with rated the on-line course low, and those who weresatisfied rated it high. Positive responses for the course

Conference Session

Structural Education Applications in Architectural Engineering

Collection

2011 ASEE Annual Conference & Exposition

Authors

Orla Smyth LoPiccolo, State University of New York, Farmingdale State College

Tagged Divisions

Architectural

that there are 3 aspectsassociated with spatial ability: mental rotations, spatial visualization, and spatial perception.3This paper will concentrate on 3D spatial visualization.Spatial ability has long been known to be an important cognitive ability for architects, engineersand others working in design and technical fields.4 In fact it is not unusual for architectureschools in Europe to administer a spatial ability test as part of the admissions process to theirprogram.5 Contero et al found that there are three important instructional elements for the futureengineer: ―spatial visualization, freehand sketching and normalized view generation.‖6Recent research on spatial ability has found that students who are exposed to appropriatelearning

Conference Session

Collaborative Projects in Architectural Engineering Education

Collection

2010 Annual Conference & Exposition

Authors

Bekir Kelceoglu, Indiana University-Purdue University, Indianapolis; Mary Ann Frank, Indiana University-Purdue University, Indianapolis; David Cowan, Indiana University-Purdue University, Indianapolis; David Goodman, Indiana University Purdue Unversity Indianapolis (IUPUI); Cluny Way, College of the North Atlantic; Joseph Tabas, Indiana University-Purdue University, Indianapolis; J. Craig Greene, College of the North Atlantic; Patricia Fox, Indiana University-Purdue University, Indianapolis; Sandi Perlman, Indiana University-Purdue University, Indianapolis

Tagged Divisions

Architectural

development of research data. They consist of the Page 15.1220.2following:2.1 Focus GroupsFocus groups, or design charrettes, were initially set up to call all interested parties to the designtable. This included a mixture of tradespersons, professional engineers and architects, students,administrators and professors. Multi-faceted teams were created so that each team had a mixtureof expertise (approximately five individuals within five teams). Time limits were set todetermine overall concepts and goals, whereupon a summary session was held to review ideas.Two large focus groups sessions like this were held. The first was an afternoon session

Conference Session

Architechtural Engineering Eduction: Emergent Topics

Collection

2011 ASEE Annual Conference & Exposition

Authors

Brent Nuttall, California Polytechnic State University; Jill Nelson P.E., California Polytechnic State University, San Luis Obispo; Allen C. Estes, California Polytechnic State University

Tagged Divisions

Architectural

aspects of teaching a large scale team basedinterdisciplinary studio has demanded a teaching space or spaces that can accommodate a varietyof student group sizes in a variety of teaching modes from a private mentoring session with twoor three students to a large scale public lecture for the entire class of 72 students. Three adjacentclassrooms in a new building were designed for and specifically dedicated to this new upperdivision interdisciplinary course. Yet, even these brand new facilities have not fully met thepedagogical demands.The class room facilities have worked very well in regards to student work areas. Each studentteam of 6 interdisciplinary students (see Figure 1) is assigned a team work station. The modularfurniture available in the

Conference Session

Curriculum Innovations in Architectural Engineering Education

Collection

2011 ASEE Annual Conference & Exposition

Authors

Ahmed Cherif Megri, University of Wyoming

Tagged Divisions

Architectural

,L,O 1ES 1060 Intro. to Engr. Computing - 3CHEM 1020 General Chemistry I SP 4ENGL 1010 English Composition WA 3MATH 2200 Calculus I QA/QB 4PEAC ______ Physical Activity Elective P 1 16SPRING SEMESTERES 2110 Statics - 3MATH 2205 Calculus II

Conference Session

Teaching Innovation in Arch Engineering II

Collection

2006 Annual Conference & Exposition

Authors

Stan Guidera, Bowling Green State University

Tagged Divisions

Architectural

principle learned in the classroom are reinforced and given concrete applicationwhile on a co-op assignment [1]. The origins of cooperative education as a component incurricula can be traced to Herman Schneider, an engineer, architect, and Dean of Engineering atthe University of Cincinnati from 1906 – 1928, who had concluded that the traditional classroomwas insufficient for technical students [2]. Contemporary models follow one of two predominantforms: a model in which students alternate a semester of academic coursework with an equalamount of time in employment, or a model in which the employment occurs in parallel withcoursework activities [3]. Advocates have suggested that cooperative education programsbenefit students through greater

Conference Session

Collaborative Projects in Architectural Engineering Education

Collection

2010 Annual Conference & Exposition

Authors

Jill Nelson, California Polytechnic State University; Brent Nuttall, California Polytechnic State University; Allen Estes, California Polytechnic State University

Tagged Divisions

Architectural

; short general lectures to the entire group of students and detailed technicallectures tailored to specific disciplines. The general lectures/activities serve to create a commonplatform for the students to communicate with each other on critical aspects of their projects.These lectures may focus on educating “nonmajor” students to specific industry tools such ascost estimating to ARCE and Architecture students. Similarly, the general lectures may cover atopic such as permit regulations, presentation skills, or business practices that may benefit allstudents equally. The associated activity is geared to reinforce those basic concepts and furthertheir education. The detailed technical lectures are focused on developing specialized knowledgeto

Conference Session

Collaborative Projects in Architectural Engineering Education

Collection

2010 Annual Conference & Exposition

Authors

Charlie Setterfield, Sinclair Community College; Eric Dunn, Sinclair Community College; Russell Marcks, Sinclair Community College

Tagged Divisions

Architectural

Attend student-lead meetings and interact Page 15.1066.16 Wrap-up event with presentation to advisory teams from various disciplines5. References 1. Boulos, Maramba and Wheeler, 2006. Maged N. Kamel Boulos, Inocencio Maramba and Steve Wheeler, Wikis, blogs and podcasts: a new generation of Web-based tools for virtual collaborative clinical practice and education. BMC Medical Education 2006, 6:41. 2. Ding, 2009. Suining Ding, An analysis of a collaborative studio: Engaging students, faculty and practitioners. Paper presented at the annual meeting of the American

Conference Session

Teaching Innovation in Architectural Engineering I

Collection

2006 Annual Conference & Exposition

Authors

Suzanne Bilbeisi, Oklahoma State University

Tagged Divisions

Architectural

drawing conventions, fundamental ordering systems, visual principles, and design processesthat must be introduced to the beginning architectural engineering student are abstract and can bedifficult to teach. As design is a process which follows no set path but conforms to the mannerin which attitudes, abilities, and prejudices influence creative thought, every architect andarchitectural engineer approaches and solves a problem uniquely. “In particular, the view that adesigner takes of his role in society, and the function and reason for his work are crucial to anyreal understanding of the process he employs”1. For beginning design and engineering students,this non-linear process can be confusing and frustrating.Francis Ching, noted architectural

Conference Session

Innovative Teaching in Architectural Engineering

Collection

2013 ASEE Annual Conference & Exposition

Authors

Shahnaz J. Aly, Western Kentucky University; Laura Elizabeth Leach, Western Kentucky University

Tagged Divisions

Architectural

areapplied as a whole, they help students make connections and retain information [5]. In describingthe importance of contextual learning for engineers Palmer, Terenzini, Harper and Mersondiscuss the following areas where Massachusetts Institute of Technology (MIT) found value inproviding context, (1) to help learn the subject matter, (2) to motivate and engage students, (3) todevelop professional skills, and (4) to find technical solutions [6].Collaboration is seen as an essential component of the CTL system. Such collaborations can befostered between the school and businesses, non-profit organizations and the local community.When students are exposed to these partnerships and work with these groups it helps them tolearn to respect others, listen

Conference Session

Architechtural Engineering Eduction: Emergent Topics

Collection

2011 ASEE Annual Conference & Exposition

Authors

David Jan Cowan, Indiana University Purdue University, Indianapolis; Craig Greene, College of the North Atlantic; Modibo Boubacar Traore, Purdue University, School of Engineering and Technology; Wanda L. Worley, Indiana University Purdue University, Indianapolis; Tarawut Boonlua, Mahasarakham University

Tagged Divisions

Architectural

Boubacar Traore, IUPUI-Purdue School of Engineering and TechnologyWanda L Worley, Indiana University Purdue University, Indianapolis Dr. Worley is associate chair of the Department of Design and Communication Technology and director of the Technical Communication Program. Her research interests are in the scholarship of teaching and learning and in online teaching and learning.Dr. Tarawut Boonlua, Mahasarakham University Page 22.1013.1 c American Society for Engineering Education, 2011Lessons Missed: Where is the Learning about Teaching in Study Abroad?IntroductionStudy abroad programs are

Conference Session

Collaborative Projects in Architectural Engineering Education

Collection

2012 ASEE Annual Conference & Exposition

Authors

James B Guthrie P.E., California Polytechnic State University, San Luis Obispo

Tagged Divisions

Architectural

AC 2012-3765: STRUCTURAL ENGINEERING FOR ARCHITECTUREAND CONSTRUCTION MANAGEMENT STUDENTS: TEACHING METH-ODS AND CHANGING NEEDSMr. James B Guthrie P.E., California Polytechnic State University, San Luis Obispo Jim Guthrie is an Assistant Professor for the Architectural Engineering Department at California Poly- technic State University, San Luis Obispo. Guthrie came to Cal Poly with more than 30 years of structural engineering experience and is a registered Professional and Structural Engineer in the state of California. Guthrie received a B.S. degree in structural engineering from the University of California, Davis, in 1972 and an M.S. degree in structural engineering from the University of California, Berkeley, in