Displaying all 6 results
- Conference Session
- Architectural Engineering Division Technical Session 1
- Collection
- 2020 ASEE Virtual Annual Conference Content Access
- Authors
- Darrell D. Nickolson, Indiana University Purdue University, Indianapolis; Katie Pruitt
- Tagged Divisions
- Architectural Engineering, Construction Engineering
, sharing they’redesign ideas, gaining feedback from on if the concept developed thus far had hit the “target” of the community issue. Our community partners made two visits to our studio on campus andspent individual time with each student, and then I conducted a group Q&A where we all haddiscussions about the project in general and long-term impacts we were trying to make. Partnersgot to see study models (ex.1g, 1h, 1i, 1j, 1k) each student hand built to explain their conceptsand ideas, and students got firsthand experience of how important a study model can be onprojects where clients are themselves still in the ideation phase of a project
- Conference Session
- Architectural Division Technical Session 1
- Collection
- 2018 ASEE Annual Conference & Exposition
- Authors
- Nibert Saltibus, Sam Houston State University
- Tagged Divisions
- Architectural Engineering
(b) Construction Manager, but rather the student wrote constructionmanager along with interior design as career choices. Another student selected both options (b)and (e), and still another student selected two options both (a) and (b). In Section Cl-S2, aparticular student selected (a), (b), (d), and then specified safety inspector-manager. The responses given by the students in the Post-Questionnaire are described in Figure 2.For Question 1 of the Post-Questionnaire, 11.8% (2 students-Cl-S2) answered Yes, that they stillwanted to be an Architect after completion of the course (Figure 2a). Although students’responses from Cl-S1, came from both Q.1& Q.2 by individual students, as only two studentsindicated that they wanted to become
- Conference Session
- Architectural Engineering Division Technical Session 1
- Collection
- 2021 ASEE Virtual Annual Conference Content Access
- Authors
- Sanjeev Adhikari, Kennesaw State University; Jeffrey Collins; Giovanni Loreto, Kennesaw State University; Tran Duong Nguyen, Kennesaw State University
- Tagged Divisions
- Architectural Engineering
construction management program, Int. J. Constr. Educ., 11, 121–139.[8] Ahn, E., & Kim, M., (2016), BIM awareness and acceptance by architecture students in Asia. Journal of Asian Architecture and Building Engineering 15(3): 419–424. doi: 10.3130/jaabe.15.419.[9] Clevenger, C. M., Glick, S. and del Puerto, C. L. (2012). Interoperable Learning Leveraging Building Information Modeling (BIM) in Construction Education. International Journal of Construction Education and Research, 8, 101-118.[10] Lu, W., Peng, Y., Shen, Q., & Li, H. (2013). Generic model for measuring benefits of BIM as a learning tool in construction tasks. Journal of Construction Engineering and Management, 139(2), 195–203.[11
- Conference Session
- Construction Engineering Division Technical Session 2
- Collection
- 2020 ASEE Virtual Annual Conference Content Access
- Authors
- Piyush Pradhananga; Mohamed ElZomor, Florida International University; Gabriella Santi; Lu Zhang, Florida International University
- Tagged Topics
- Diversity
- Tagged Divisions
- Architectural Engineering, Construction Engineering
questions (Q), and 3% believed this activity did notimprove any skills. These results indicate a significant growth throughout the implementationof the VR activity, as 97% of the students demonstrate and improvement in their skills. Figure 10. Students’ Perception of Improvement of Skills, N=60Furthermore, 82% of students indicated they would continue to train their presentation skillsthrough the VR Simulations beyond this pilot study. Thus, offering alternative innovativelearning techniques is, in fact, an effective way to develop and nurture students’communication skills.Finally, the students’ feedback about the VR Presentation Simulation Training sessions wereobtained. Based on qualitative analysis, 88% of the students provided
- Conference Session
- Architectural Engineering Division Technical Session 3
- Collection
- 2021 ASEE Virtual Annual Conference Content Access
- Authors
- Laura Jun Chee Yong, Pennsylvania State University; Linda M Hanagan P.E., Pennsylvania State University; Allison Godwin, Purdue University at West Lafayette (COE)
- Tagged Topics
- Diversity
- Tagged Divisions
- Architectural Engineering
, 9(1). https://doi.org/10.7771/2157-9288.1185[28] Goonatilake, R., & Bachnak, R. (2012). Promoting Engineering Education among High School and Middle School Students. Journal of STEM Education: Innovations and …, 13(1), 15–21. http://scholar.google.com/scholar?hl=en&btnG=Search&q=intitle:Promoting+Engineering+ Education+Among+High+School+and+Middle+School+Students#0[29] Knezek, G., & Christensen, R. (2020). Project-based learning for middle school students monitoring standby power: replication of impact on stem knowledge and dispositions. Educational Technology Research and Development, 68(1), 137–162. https://doi.org/10.1007/s11423-019-09674-3[30] Mohr-Schroeder, M. J., Jackson, C., Miller, M
- Conference Session
- Architectural Engineering Division Technical Session 3
- Collection
- 2021 ASEE Virtual Annual Conference Content Access
- Authors
- Spencer Arbuckle, University of Waterloo; Patrick Andersen Angkiriwang; Joyceline Nathaniel; Rania Al-Hammoud P.Eng., University of Waterloo; Scott Walbridge P.E., University of Waterloo
- Tagged Divisions
- Architectural Engineering
ASEE Virtual AnnualConference Content Access, Virtual Online . 10.18260/1-2--34779[13] August, S. E., Hammers, M. L., Murphy, D. B., Neyer, A., Gueye, P., & Thames, R. Q.(2016). Virtual Engineering Sciences Learning Lab: Giving STEM Education a Second Life.IEEE Transactions on Learning Technologies, 9(1), 18–30. 10.1109/TLT.2015.2419253