June 15, 2014
June 15, 2014
June 18, 2014
24.765.1 - 24.765.17
Integrated Capstone Design in Architectural EngineeringAll Architectural Engineering students are required to complete a two capstone senior designproject course (AREN 485 Senior Project I and AREN 486 Senior Project II). The students workin groups on projects covering architectural design, structural design, mechanical design, andlighting/electrical design. These projects are open-ended and get a chance to pull together themany things they've learned in classes throughout their undergraduate degree. The classes aretaught by four instructors and judged by both instructors and practitioners.The senior capstone design course 1 (AREN 485 Senior Project I) requires a group projectinvolving a complete design that may contain a host of modules including architectural design,structural and foundation design, cost estimating, building mechanical and lighting/electricalsystem design, building occupancy and accessibility studies, elevator design, etc. The Capstonedesign course is a multi-disciplinary effort; and as such it may involve other disciplines inaddition to those in architectural engineering. As a minimum, the project always involves anarchitectural design, mechanical (HVAC), electrical and plumbing design, and lighting systemsdesign, structural and foundation design, and at least one other module such as cost estimating,construction scheduling, green building and sustainable concept design, etc.Within the senior capstone design course 2 (AREN 486 Senior Project II) students are dividedinto two offices or more, each office is divided into design groups, and each group is responsibleof only one design component: architecture, structure, HVAC and Lighting/electrical. An officestandard prepared by the department of civil and architectural engineering is distributed over thestudents.This paper proposes a curricular paradigm which allows students to work in groups on a single,large, real-world problem over multiple terms. Experiences and outputs from the course can beused to provide guidance and insights into curricular changes, teaching methods, and exposure tothe practice. It also helps in establishing durable connections with the industrial sector.Most importantly, project methodology will be discussed. We discuss the capstone designprogram from students’ point of view, and the experience earned in design, integration, and alsoin written and oral communication skills. Methodology used to evaluate the effectiveness of thecapstone design program in term of learning outcomes is also described.
Megri, A. C. (2014, June), Integrated Capstone Design in Architectural Engineering Curriculum Paper presented at 2014 ASEE Annual Conference & Exposition, Indianapolis, Indiana. 10.18260/1-2--20657
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