Asee peer logo

Bridging The Information Gap In The Comprehensive Design Studio

Download Paper |


2005 Annual Conference


Portland, Oregon

Publication Date

June 12, 2005

Start Date

June 12, 2005

End Date

June 15, 2005



Conference Session

Architectural Engineering Education I

Page Count


Page Numbers

10.273.1 - 10.273.7



Permanent URL

Download Count


Request a correction

Paper Authors

author page

John Phillips

Download Paper |

NOTE: The first page of text has been automatically extracted and included below in lieu of an abstract

“Bridging the Information Gap in the Comprehensive Design Studio” John J Phillips, PE Oklahoma State University


The culmination of a students design education at Oklahoma State University’s School of Architecture is experienced in the nine credit hour comprehensive design studio. The approach used in teaching this studio is a team concept, with four different faculty members specializing in architectural design, mechanical systems design, and structural systems design. Additionally, separate courses in project management and environmental controls design (as elective courses) are closely linked in the same semester. The scope of the comprehensive design studio is representative of conditions the students will experience as interns upon graduation, covering many of the topics that affect the design process.

One problem encountered in this course deals with the vast amount of information that needs to be provided to the students during the semester. With the great number of topics that must be covered in this course to aide the students in the comprehensive design of their building, it is not time effective to depend solely on seminars to provide this information which have traditionally supplemented the design studio during the sixteen week course. It is the goal of the faculty members to utilize alternate methods to disseminate the required information efficiently, while simultaneously keeping a productive design atmosphere in the studio. This paper will look at the alternate methods used in introducing supplemental information to the students, and will review the relative success of these methods through qualitative analysis, with suggestions for comparing the methods through the use of quantitative data in the future.

Few would argue that motivated students are easier to teach or that interested students learn more than those uninterested in a subject. As an educator, finding the most effective method of getting the point across to a student is of the utmost importance. With the limited time of contact the faculty has with students, the information must be delivered quickly, concisely, and in a manner that will be retained by the student. Keeping the attention of the student is important in this process, as those uninterested in a subject will be less likely to absorb the information being provided.

For Architectural Engineering students at Oklahoma State University’s School of Architecture, the result of their education is put to the test during the final semester of the curriculum, in the nine credit hour comprehensive design studio. This course approximates actual practice in an A & E firm, and looks at all phases of design, from conceptual and schematic design, through design and documentation of the structure for the students design.

For the Architectural Engineering student, taking this capstone studio design course during the final semester of the curriculum allows the application of their knowledge from earlier design

“Proceedings of the 2005 American Society for Engineering Education Annual Conference & Exposition Copyright © 2005, American Society for Engineering Education”

Phillips, J. (2005, June), Bridging The Information Gap In The Comprehensive Design Studio Paper presented at 2005 Annual Conference, Portland, Oregon. 10.18260/1-2--14238

ASEE holds the copyright on this document. It may be read by the public free of charge. Authors may archive their work on personal websites or in institutional repositories with the following citation: © 2005 American Society for Engineering Education. Other scholars may excerpt or quote from these materials with the same citation. When excerpting or quoting from Conference Proceedings, authors should, in addition to noting the ASEE copyright, list all the original authors and their institutions and name the host city of the conference. - Last updated April 1, 2015