Paper Authors

Abstract

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

Defining Architectural Engineering Design

Abstract The question of what constitutes “Architectural Engineering Design” (AED) is addressed through an online survey of representative faculty at ABET accredited Architectural Engineering schools. The faculty are first characterized in multiple ways: university, academic rank, years of experience, registration status and discipline. The results of their open-ended definition of AED are examined using eight categories derived from the responses rated on 1-5 Likert scales, with the analysis broken down using the same faculty characterization. Faculty opinions about the disciplines necessary to include in AED are also analyzed. Overall there is general agreement that disciplinary “skills” are an important part of AED as are, to a lesser extent, the “products” produced. There is some agreement about the idea of “integration” of the disciplines and much less agreement on many of the other concepts, with several barely mentioned. Most faculty feel that their definition of AED is the same as their school’s, but many express uncertainty about the existence of a national definition. Similarly there is considerable agreement that more than one discipline (Architecture, Structure, HVAC, Electrical, Construction Management) is required to constitute AED, but there is marked disagreement about what specific ones should be included, with opinions ranging from two to all five. Introduction

[1][2][3]

Architectural Engineering Design (AED), who teaches it, what methods are used to teach it, and what are the issues that those who teach it regard as important. This paper, probably the first of several, addresses the questions: what are the characteristics of those who teach AED; how do they define it; which disciplines should be included in an AED course?

The work presented here uses data from an online survey completed by a fairly complete sample of faculty at all the AE schools (the data in this paper represents about ½ the schools and will be updated at the ASEE conference). It breaks that data down in a variety of ways, and presents some opinions and conclusions. It shows some areas of agreement, quite a range of opinions,

• Citation

• Format
  • APA
  • APA - LaTeX bibitem
  • MLA
  • MLA - LaTeX bibitem
  • Bibtex
  • EndNote - RIS

Mitchell, J. (2009, June), Defining Architectural Engineering Design Paper presented at 2009 Annual Conference & Exposition, Austin, Texas. 10.18260/1-2--4766