Conference Session

Instructional Innovations in Architectural Engineering Education

Collection

2010 Annual Conference & Exposition

Authors

Mohammed Haque, Texas A&M University

Tagged Divisions

Architectural

Engineering Education, 2010 Multi-dimensional Construction Visualizations with Examples: Suggested Topics for Graduate CourseAbstractConstruction industry in today’s world is becoming enormously complex as project sizes areincreasing and project duration are decreasing. At the same time designers are conceptualizingever-complex designs, which no longer can easily be comprehended by 2D drawings. Classroomuse of Information Technology (IT) for teaching science, engineering and technology hasincreased dramatically in recent years and has proved to be very effective in various situations.Using multidimensional (n-D) visualizations, animations, virtual reality and walkthrough ofvarious structures in virtual environment students

Conference Session

Construction Education Topics in Architectural Engineering

Collection

2014 ASEE Annual Conference & Exposition

Authors

Yutaka Sho, Syracuse University

Tagged Divisions

Architectural

history and today’s challenges available for us to freelymine and appropriate instead of being conditioned by it. In this context a humble but importantrole of western designers may be to structure the project so that such experimental methodscould be unleashed. Such method could render the existing binaries (West and non-West, pastand present, field and home) obsolete and generate instead a new forum based on commonpolitical aspirations. Fieldwork that is capable of creating such a forum could further the roles ofarchitectural and engineering education.1 Formerly Kigali Institute of Science and Technology until 3013.2 See for instance Ewing, S. et al, eds. Architecture and Field/Work, Critiques: Critical Studies in ArchitecturalHumanities

Conference Session

Structural Education Topics in Architectural Engineering

Collection

2014 ASEE Annual Conference & Exposition

Authors

Allen C. Estes, California Polytechnic State University; Craig Baltimore, California Polytechnic State University

Tagged Divisions

Architectural

a student’s education and with a mandatory upper-division interdisciplinary designexperience prior to graduation 1,2,3,4. The ARCE students take three architecture studiosside-by-side with ARCH students taught by ARCH faculty. They also take severalcourses and studios with CM students taught by the CM faculty as part of their earlyeducational experience. Similarly, the CM and ARCH students take a five coursestructural engineering sequence taught by the ARCE faculty. The first-two courses in thesequence which cover statics and mechanics of materials of members subjected to axialload and bending are taken side-by-side with ARCE students. The final three courses(structural systems, small scale structures, and large scale structures) are taken

Conference Session

Structural Education Topics in Architectural Engineering

Collection

2014 ASEE Annual Conference & Exposition

Authors

Gouranga Banik, Tennessee State University

Tagged Divisions

Architectural

become increasinglyprevalent at all levels of education, from elementary school through graduate school (McCabe,Treviño, &Butterfield, 2006). A number of studies have explored the prevalence, determinates,and different definitions of cheating behavior (Carpenter et. al. 2006, Atschular, 2001). Ahistorical comparison shows that in 1969, 33% of high school students cheated in their academicwork compared to 67.8% in 1999 (Altschuler, 2001). In the universities, there is evidence thatthe percentage of students who cheat while remained constant over time-82% in 1963 versus84% in 1993, but the severity of cheating in terms of frequency and types of dishonestyincreased significantly. Students who admit to having cheated in an exam increased from 26

Conference Session

Structural Education Topics in Architectural Engineering

Collection

2014 ASEE Annual Conference & Exposition

Authors

James B. Guthrie, California Polytechnic State University; Pamalee A. Brady, California Polytechnic State University

Tagged Divisions

Architectural

Paper ID #9050Structural Engineering for Architecture and Construction Management Stu-dents – A New ApproachMr. James B Guthrie P.E., California Polytechnic State UniversityDr. Pamalee A. Brady, California Polytechnic State University Page 24.1108.1 c American Society for Engineering Education, 2014 Structural Engineering for Architecture and Construction Management Students – A New ApproachIntroductionArchitecture and construction management students can often graduate with a weak foundationin

Conference Session

Structural Education Topics in Architectural Engineering

Collection

2014 ASEE Annual Conference & Exposition

Authors

Keith E. Hedges, Drury University

Tagged Divisions

Architectural

Paper ID #10134Introduction to Architectural Structures: Lessons Learned from Parti PrisPedagogyProf. Keith E. Hedges, Drury University Keith Hedges is an Assistant Professor of Architecture and teaches the architectural structures sequence at Drury University. Keith’s teaching repertoire includes seventeen different courses of engineering topics at NAAB (architecture) and architecture topics at ABET (engineering) accredited institutions. His interests involve the disciplinary knowledge gap between architecture and engineering students in higher education

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

graduate architect (Calgary, Canada) with degrees in art education, visual arts and sustainable architecture (LEED AP). He is the co-founder of Global Design Stu- dents which is an international education collaborative that addresses building design in various locales around the world, most recently in Thailand, Hawaii, Indonesia and New Orleans. Dr. Cowan is also the Director of Service Learning Initiatives in the School of Engineering and Technology at IUPUI. He has practiced as an architectural designer in the private sector and has taught in post secondary institutions in several countries. He is the Program Chair of the Architectural Engineering Division of ASEE.J. Craig Greene, College of the North AtlanticModibo

Conference Session

Practice/Partnership/Program Issues

Collection

2007 Annual Conference & Exposition

Authors

Rosemary Kilmer, Purdue University; Lisa Kilmer, Purdue University

Tagged Divisions

Architectural

. Page 12.1346.1© American Society for Engineering Education, 2007 Teaching Beyond Sustainable Awareness: Graduating LEED Accredited ProfessionalsIntroductionThe built environment has a profound impact on our natural environment, economy, health andproductivity. Based on this impact, the design, creation, and maintenance of the builtenvironment presents both challenges and opportunities for design professionals. Sustainabledesign and green design have become everyday terminology in the design field and involve usingmethods and products that cause the lowest possible impact upon the ability of the naturalenvironment to maintain its natural balance. However, the practice of sustainable design can bedifficult and

Conference Session

"Green" Topics in Architectural Engineering

Collection

2011 ASEE Annual Conference & Exposition

Authors

Jacob Dunn, University of Idaho Integrated Design Lab, Boise; Gunnar Ryan Gladics, University of Idaho, Integrated Design Lab; Kevin Van Den Wymelenberg, University of Idaho Integrated Design Lab, Boise; Ery Djunaedy, University of Idaho Integrated Design Lab, Boise; Sherry McKibben, University of Idaho IURDC, McKibben + Cooper Architects

Tagged Divisions

Architectural

AC 2011-2401: USING PERFORMANCE MODELING AS A VEHICLEFOR RE-INTEGRATIONJacob Dunn, University of Idaho Integrated Design Lab - Boise Jacob Dunn recently graduated with his Masters of Architecture from the University of Idaho with the AIA Henry Adams Medal of Honor. At the university, Jacob was highly involved with student organizations such as the AIAS and Focus the Nation. During his education, Jacob spent a summer abroad in Italy to study architecture and also worked at the ARUP branch in London for 7 months in the Foresight + Innovation and Incubation department. Currently, Jacob is a research assistant at the Integrated Design Lab in Boise, where he deals with building simulation and develops passive design

Conference Session

Teaching Innovation in Architectural Engineering I

Collection

2006 Annual Conference & Exposition

Authors

Christine Theodoropoulos, University of Oregon

Tagged Divisions

Architectural

in 2003. Unfortunately in the process, past initiativesrelated to seismic design education for architects have been disregarded andresources are becoming out-of-date and out-of-print.In addition to the seminars, two institutes on seismic design education involvedarchitectural faculty members teaching general building design. This activityculminated in a charrette--a three-day, hands-on design course-- held in LosAngeles in 1997. In this course, faculty/student teams from a number of LosAngeles architectural schools participated in a Rapid Visual Screening exercise inPasadena, California, designed information kiosks for use at FEMA disaster sites,and finally, constructed full size prototypes of the kiosks using wood frameconstruction and

Conference Session

Innovative Teaching in Architectural Engineering

Collection

2012 ASEE Annual Conference & Exposition

Authors

Kuo Hung Huang, National Taipei University of Technology

Tagged Divisions

Architectural

(Ministry of Education,2010). Hence, because the number of colleges and universities in Taiwan is outsized, and theschools generally establish extension education centers, the education service targets and theeducation chances increase. The supply is constantly increasing to create survival andcompetitive pressures for extension education centers. For the extension education of architecture related colleges and universities, severalschools have established in-service classes to recruit students from various backgrounds.However, the perception of architecture education and the backgrounds of teachers andspecialties of each school differ; the programs differ for each school. Because all of thesecolleges and universities aggressively promote

Conference Session

Teaching Innovation in Arch Engineering II

Collection

2006 Annual Conference & Exposition

Authors

Stan Guidera, Bowling Green State University

Tagged Divisions

Architectural

assignments, twoother class activities were integrated into the course. An assignment designed to parallel the co-op report assigned in the conventional cooperative education courses was developed. However,unlike the more general questions of the conventional co-op report, this assignment wasspecifically comprised of questions and tasks directed toward architectural practice in order tomaximize the learning activities associated with the work experience. The questions werestructured to require the students to meet with the supervisors of their host firms and discussissues that included a variety of technical and practice related topics, such as zoning and buildingcodes. This report required students to research various aspects of professional

Conference Session

Sustainability in AEC and AEC Education

Collection

2008 Annual Conference & Exposition

Authors

Jason Kirby, University of Alabama at Birmingham; Hilal Ozcan, Prairie View A&M University; Fouad Fouad, University of Alabama at Birmingham

Tagged Divisions

Architectural

past few decades have Americans begun to realize that we mustprotect environmental assets to sustain socioeconomic development.Formal education on sustainability is needed to ensure that future architects and engineers areknowledgeable of sustainable design and can integrate its concepts in real-world design projects.Architectural and engineering colleges should take the lead and responsibility for promotingeducation on sustainable development. The topic should be treated as a major considerationwithin the curricula, similar to the protection of public health and safety in design. Internationaleducation also serves as an excellent venue in promoting sustainability across the world andshould be included as part of undergraduate and graduate

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

, theories and real-worldapplications of BIM. These readings also addressed other important global topics such assustainable design and building performance related to LEED certification. The intent of thereadings was to introduce not only the practice of using BIM software, but also the theory andconcepts of integrated practice in the building design and construction industry. The readingswere selected in order to give the students insight into the potential uses and benefits of BIM andintegrated practice, and also to educate them about the current state of practice and theimplementation difficulties that remain to be overcome. The authors felt it extremely importantto give the students an understanding that BIM tools are only really useful in the

Conference Session

Instructional Strategies in AEC Education

Collection

2009 Annual Conference & Exposition

Authors

Brent Nuttall, California Polytechnic State University, San Luis Obispo; James Mwangi, California Polytechnic State University, San Luis Obispo; Craig Baltimore, California Polytechnic State University, San Luis Obispo

Tagged Divisions

Architectural

, notfaculty, are responsible for selection and development of an appropriate capstone project.Faculty serve as one-on-one mentors to the students as they develop the topic and complete thedesign work for their capstone project. At the end of each of the three quarters, studentscomplete a formal written report and make a formal presentation to fellow graduate students andengineering faculty. In addition a faculty member from the English department reviews thewritten reports and observes the presentations to assist the student in developing professionalwritten and oral communication skills.Similar to other institutions, the learning objectives for ARCE capstone projects “extend beyondtechnical ability to include: effective communication skills

Conference Session

Instructional Innovations in AEC Education

Collection

2008 Annual Conference & Exposition

Authors

John Phillips, Oklahoma State University

Tagged Divisions

Architectural

Technology. The focus of the school is to educate students who will be leaders in theprofessions of Architecture and Architectural Engineering. Both the NationalArchitectural Accrediting Board (NAAB) accredited Architecture degree and theAccreditation Board for Engineering and Technology (ABET) accredited ArchitecturalEngineering degree are five year Bachelors programs. Upon graduation from this schoolof practice based education our students enter the professions of architecture andstructural engineering as productive interns.The School of Architecture has an enrollment of approximately 325 students along with17 tenured and tenure track professors for the teaching of Architecture and ArchitecturalEngineering degrees. Of these 17 faculty members, 13

Conference Session

Educational Strategies in Architectural Engineering

Collection

2015 ASEE Annual Conference & Exposition

Authors

Gouranga Banik, Tennessee State University

Tagged Divisions

Architectural

, public policy, orleadership. They suggested that these topics might be integrated into other coursesor curricular experiences. Additionally, graduates’ ability to explain generic,business-­‐oriented project management, business, public policy, or leadershipconcepts such as those acquired from a course or courses offered outsideengineering could also represent full compliance with this criterion.Rationale for the new criteria:Narrowing the focus on management in the previous program criteria to project managementin the current program criteria recognizes civil engineering work is largely project based.Additionally, to be effectively productive on a project, civil engineers need to know howtheir work fits into the overall team effort to produce

Conference Session

Educational Strategies in Architectural Engineering

Collection

2015 ASEE Annual Conference & Exposition

Authors

Peter Laursen P.E., California Polytechnic State University; Cole C McDaniel, California Polytechnic State University; Graham C. Archer P.Eng, California Polytechnic State University

Tagged Divisions

Architectural

BudgetIntroductionEducating architectural engineers in aspects of structural dynamics is essential. Whenarchitectural engineering students graduate and enter the workforce they will be faced withanalyzing and designing a variety of structural systems. Oftentimes in the workplace,sophisticated analytical models are created to model the dynamic response of buildings subjectedto dynamic loading. Commonly, these models rely on the modal superposition method resultingin natural frequencies and modes shapes. The objective of the course is to enhance studentlearning with student-led experimentation that complements the normal theoretical textbookmaterial and homework.When designing a new course two critical elements to consider are the educational benefits to thestudents

Conference Session

Educational Strategies in Architectural Engineering

Collection

2015 ASEE Annual Conference & Exposition

Authors

James B Guthrie P.E., California Polytechnic State University

Tagged Divisions

Architectural

Paper ID #11661Structural Engineering Integration into Architecture StudiosMr. James B Guthrie P.E., California Polytechnic State University Page 26.1407.1 c American Society for Engineering Education, 2015 Structural Engineering Integration into Architecture StudiosIntroductionIt is important that Architecture students graduate with a strong foundation in structuralengineering. The College of Architecture and Environmental Design at California PolytechnicState University, San Luis Obispo (Cal Poly) has addressed this

Conference Session

Educational Strategies in Architectural Engineering

Collection

2015 ASEE Annual Conference & Exposition

Authors

Shahnaz J. Aly, Western Kentucky University

Tagged Divisions

Architectural

of the3D model for visualization and conceptual design, creation of contract documents, clashdetection and detailed modeling. Firms surveyed indicated that the use of BIM had increasedproject coordination, document quality and communication, accuracy of construction anddecreased errors and change orders to name a few [8].Curriculum in the Architectural Science ProgramThe Architectural Science (AS) program in the Department of Architectural and ManufacturingSciences at Western Kentucky University is a four year program. The program “is a bridgebetween design theory and construction practice” [9]. “The program in Architectural Science isdesigned to provide graduates with a practical architectural education combining anunderstanding of the

Conference Session

Structural Education Applications in Architectural Engineering

Collection

2011 ASEE Annual Conference & Exposition

Authors

Sinead MacNamara, Syracuse University

Tagged Divisions

Architectural

thepotential to foster a deeper understanding of the role of structure in architecture.Our graduates will practice in a world of hyper-specialization and an ever moretechnologically complex environment. We must find an appropriate way to prepare themfor both the status quo and the technical challenges yet to come. However, we must alsoacknowledge that students in general and architecture students in particular, are notalways interested in or qualified for, advanced technical courses at the university level.There are those who would assume that a lack of fundamental mathematical knowledge isthis generation’s problem, but it seems that it was ever so. Speaking in 1958 at a meetingof the ACSA, Mario Salvadori bemoaned that “you don't know anyone

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

is committed to the continued vibrancy of its downtown maincampus, which encompasses 62+ acres and includes 20 buildings.A recent reorganization of the instructional side of the college has resulted in the formation offive instructional divisions including: ≠ Business & Public Services Division ≠ Distance Learning & Instructional Support ≠ Liberal Arts, Communication & Social Sciences ≠ Life & Health Sciences ≠ Science, Mathematics & Engineering (SME) DivisionD. Student Demographics and ProfileThe college serves students who fall into three general profiles: ≠ Traditional college students who are recent high school graduates. They are typically

Conference Session

Sustainability in AEC and AEC Education

Collection

2008 Annual Conference & Exposition

Authors

Edmond Saliklis, California Polytechnic State University

Tagged Divisions

Architectural

of Spiral StaircaseThe Pros and ConsSeveral general trends were detected in these four projects. The pros included: • Good student energy. The students were generally enthusiastic about their research • At our university, a senior project is required of all students. Having the students work on a research project allowed them to fulfill this requirement, but it also had the added benefit of moving my own research program along. This is a challenge for me because we are primarily an undergraduate institution with an emphasis on teaching. • A few select students will become highly motivated, which can result in a published paper or perhaps it becomes the motivation to embark upon graduate school. • This is a

Conference Session

Curriculum Innovations in Architectural Engineering Education

Collection

2011 ASEE Annual Conference & Exposition

Authors

Ahmed Cherif Megri, University of Wyoming

Tagged Divisions

Architectural

educational objectives and outcomes and to educategraduates that are well-rounded to enter the profession or to pursue graduate studies. This isachieved through a well-balanced set of courses to ensure the strength needed in basic scienceand engineering, basic architectural engineering, hands-on experience through laboratory andprojects, humanities and social sciences, senior level architectural engineering professionalexperience and major design experience through senior-level courses and the capstone designcourse. The courses required are versatile. Each course has a set of objectives that focuses onlearning the materials needed to ensure the level of competency required from students. TheProgram outcomes are listed in each course descriptions; and

Conference Session

Collaborative Projects in Architectural Engineering Education

Collection

2013 ASEE Annual Conference & Exposition

Authors

David Jan Cowan, Indiana University Purdue University, Indianapolis; Kirsten Hill, IUPUI Student; Mary Ann Frank, Indiana University Purdue University, Indianapolis

Tagged Divisions

Architectural

Participant in Collaboration with Benefit of Education Identity Social Issues Are Society to Address Others Across to Address Social Addressed in Society Social Issues Difference Issues *Based on Faculty/Staff Mentor rating of students' final reports Figure 6: Data from Civic Minded Graduate Survey5 Page 23.141.9More specific qualitative examples of student comments taken from these reports include thefollowing, reaffirming the value of these experiences and how they have been transformative:Student One: “The understanding of

Conference Session

Collaborative Projects in Architectural Engineering Education

Collection

2010 Annual Conference & Exposition

Authors

Michael Symans, Rensselaer Polytechnic Institute; Mark Mistur, Rensselaer Polytechnic Institute; Bruce Danziger, ARUP

Tagged Divisions

Architectural

structuring twopairings, one of 'architecture and engineering' and the other of 'practice and the academy',significant dimensions could be added to the Rensselaer education of an architect and anengineer; dimensions that would have strategic impact on both the perspectives and practices ofRensselaer graduates. Such initiatives are not new. Modern era joint architecture andengineering educational initiatives have been pursued as far back as the 1970's when TedHappold, founder of Buro Happold, directed the interdisciplinary program for architecture andcivil engineering at the University of Bath which was successful in producing a generation ofcreative architects and innovative building engineers.2Components and History of the Bedford ProgramThe Bedford

Conference Session

Structure and Form in Architectural Engineering Education

Collection

2010 Annual Conference & Exposition

Authors

Robert Dermody, Roger Williams University

Tagged Divisions

Architectural

AC 2010-1319: GET THE FORM RIGHT!Robert Dermody, Roger Williams University Page 15.616.1© American Society for Engineering Education, 2010 Get the Form Right! Teaching Structures in a Design StudioAbstractTeaching structural design concepts to architecture students in a studio setting is a powerful wayto educate future architects about designing efficient, exciting forms for building structures. Thekey to good structural design is to get the form right. The brilliant Uruguayan engineer, EladioDieste phrased it best: “There is nothing more noble and elegant from an intellectual viewpointthan this: to resist through form.” This paper describes an advanced undergraduate

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

© American Society for Engineering Education, 2010 Interdisciplinary Design: the Good, the Bad, and the Ugly≠ AbstractToday’s students are faced with far different challenges upon graduation than those encounteredin past years. One of the most significant of these challenges is the need to work within theframework of integrated project delivery where all disciplines work as a cohesive team toproduce a project. In 2004, the Construction Management Department at California PolytechnicState University in San Luis Obispo,CA began teaching a three credit hour design/build coursefocused on integrated project delivery. That course, taught primarily to construction managementstudents, has now evolved into a true interdisciplinary experience that

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

1973. Page 25.1181.1 c American Society for Engineering Education, 2012 Structural Engineering for Architecture and Construction Management Students – Teaching Methods & Changing NeedsIntroduction. Architecture and construction management students can often graduate with aweak foundation in structural engineering leaving them less than fully prepared to take on theirfuture roles in industry. The California Polytechnic State University in San Luis Obispo (CalPoly) is well positioned to fill this potential gap. The Architectural Engineering (ARCE)Department at Cal Poly is fortunate to

Conference Session

Professional Practice and AEC Education

Collection

2008 Annual Conference & Exposition

Authors

Stan Guidera, Bowling Green State University; Anthony Mutai, Bowling Green State University

Tagged Divisions

Architectural

acquisition, andstronger collaboration with industry. Faculty stated that the introduction of BIM in their curriculapromotes the achievement of their departmental measured outcomes and objectives related topractice, design, and independent learning 25.Strategies for Implementing BIMIt is evident from these industry developments that these mandates and initiatives will placeconsiderable pressure on educators to integrate content related to BIM in their curriculums inorder to produce graduates that have skills with this technology. However, decisions on the roleof BIM in coursework must be made in the context of the larger curriculum and learningoutcomes in order to provide students with the broad education needed for in the AEC industries.As a result