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Incorporating Structural Concepts Into Beginning Architectural Design

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Conference

2003 Annual Conference

Location

Nashville, Tennessee

Publication Date

June 22, 2003

Start Date

June 22, 2003

End Date

June 25, 2003

ISSN

2153-5965

Conference Session

Teaching Innovations in Architectural Engineering

Page Count

8

Page Numbers

8.690.1 - 8.690.8

Permanent URL

https://peer.asee.org/11657

Download Count

75

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Paper Authors

author page

Steven O'Hara

author page

John Phillips

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

introduction into environmental controls design. The comprehensive structural course is positioned in the curriculum such that it is considered the studio course for the semester, and students can concentrate on the design of structures during this semester. Upon completion of these courses, the students continue their education while interacting with the architectural engineering faculty both informally and formally. Informally through seminars and critiques given to the fourth year studio design course, and formally through co-teaching the nine credit hour capstone design studio during the fifth year of the curriculum.

The architecture and architectural engineering student at Oklahoma State University are not formally taught structural design until the third year of the curriculum. It is important that the student be exposed to structural concepts and their effects on design from the beginning of their education at Oklahoma State University. With this exposure to structures at the beginning of the student’s education, they may become aware of structural issues and maintain a realistic approach to incorporating the effects of structures into their design. As noted by Mario Salvadori, “Even though the functional and structural components of architecture are most often distinct, structure has always had a decisive influence on architecture.”6. It is our belief that by incorporating structural concepts into the curriculum at the earliest stages, the students benefit from this exposure and adapt to the concepts of structures they can anticipate and celebrate the structure within their design.

1. Bilbeisi, Suzanne: “Interview a Professional”, School of Architecture, Oklahoma State University. 2. Bilbeisi, Suzanne: “Construct A Tower”, School of Architecture, Oklahoma State University. 3. Bilbeisi, Suzanne: “A Vertical Construct”, School of Architecture, Oklahoma State University. 4. Womack, John: “Rules of Thumb for Preliminary Structural Design”, School of Architecture, Oklahoma State University. 5. Bilbeisi, Suzanne: “Can Buildings Fly???”, School of Architecture, Oklahoma State University. 6. Salvadori, Mario: “Why Buildings Stand Up – The Strength of Architecture”, W.W. Norton & Company, Inc., 1980.

JOHN J. PHILLIPS, PE John Phillips, an assistant professor of architectural engineering, was a volunteer instructor in the first semester “Interview a Professional” and “Construct A Tower” sketch problems, and in the second semester “A Vertical Construct” project. He also teaches Analysis I, Foundations, Timbers, Steel I, Steel II, and Steel III design courses. Professor Phillips is a registered engineer in the state of Texas, and a structural consultant for Brown Engineering.

STEVEN E. O’HARA, PE Steven O’Hara, the Melvin R. Lohmann Professor in Engineering, teaches fundamental and advanced courses in Concrete and Structural Analysis, and advanced courses in Steel and Masonry. He is a licensed engineer in Oklahoma, with his primary practice in the design and analysis of reinforced concrete buildings.

“Proceedings of the 2003 American Society for Engineering Education Annual Conference & Exposition Copyright © 2003, American Society for Engineering Education”

O'Hara, S., & Phillips, J. (2003, June), Incorporating Structural Concepts Into Beginning Architectural Design Paper presented at 2003 Annual Conference, Nashville, Tennessee. https://peer.asee.org/11657

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