Asee peer logo

Holistic Interdisciplinary Design - Everyone Does Everything (Engineering Students as Sculptors)

Download Paper |

Conference

2017 ASEE Annual Conference & Exposition

Location

Columbus, Ohio

Publication Date

June 24, 2017

Start Date

June 24, 2017

End Date

June 28, 2017

Conference Session

Architectural Division Technical Session 2

Tagged Division

Architectural

Tagged Topic

Diversity

Page Count

10

Permanent URL

https://peer.asee.org/28439

Download Count

57

Request a correction

Paper Authors

biography

Craig Baltimore California Polytechnic State University, San Luis Obispo

visit author page

Dr. Baltimore is a Professor in Architectural Engineering at California Polytechnic State University, San Luis Obispo. He is also a licensed California Structural Engineer with extensive industry experience. Current research and engineering interest are in sustainable knowledge transfer to developing nations; concentrated solar power for urban areas; masonry design, technology, and sustainability; and active learning for higher education. His is actively involved with The
Masonry Society, Research in Sustainable Grout for Masonry, Elected Official for Local Community
Governance, and Teaching Full Time.

visit author page

biography

Allen C. Estes California Polytechnic State University, San Luis Obispo

visit author page

Allen C. Estes is a Professor and Head for the Architectural Engineering Department at California Polytechnic State University in San Luis Obispo. Until January 2007, Dr. Estes was the Director of the Civil Engineering Program at the United States Military Academy (USMA). He is a registered Professional Engineer in Virginia. Al Estes received a B.S. degree from USMA in1978, M.S. degrees in StructuralEngineering and in Construction Management from Stanford University in 1987 and a Ph.D. degree in Civil Engineering from the University of Colorado at Boulder in 1997.

visit author page

Download Paper |

Abstract

The ability to offer students an interdisciplinary experience under a team work setting is invaluable in preparation for a career in the built environment. A hands-on approach coupled with a real project presents unique opportunities in student learning due to the dynamics of team personalities, deadlines, approval procedures, and deliverables. One such hands-on based real project was to design, build, and install an 800 lb., 20 ft. long, and 10 ft. tall sculpture built of recycled material of a mustang (school’s mascot) in 10 weeks for the University’s library Spring 2016 exhibit. The project gave the students direct exposure to the phases required to take a highly constrained construction project from conception to completion (Impacted Project Delivery). Under the constraints of limited time, limited budget, unique materials, university regulatory requirements, and confined site location (second floor of library), the students learned how impacted constraints affect the design, engineering, and construction process.

The project was a holistic experience for the engineering student. In addition to the characteristic skill set of engineering, documentation, and construction services, the engineering student was integral in the conceptual design of sculpture as well as the promotion and advertising. This paper focuses on how the engineering students applied their skill set and experience in conceptual engineering design to artistic creativity of the original sculpture design. A step by step process is presented to help the engineering student investigate their artistic creativity. This step by step process was nurtured by starting with the sense of self and building up to consensus of the group.

Baltimore, C., & Estes, A. C. (2017, June), Holistic Interdisciplinary Design - Everyone Does Everything (Engineering Students as Sculptors) Paper presented at 2017 ASEE Annual Conference & Exposition, Columbus, Ohio. https://peer.asee.org/28439

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: © 2017 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