Mansour, O., & Aly, S. (2022, August), Rethinking the Student Learning Objectives in an Architectural Project-based Course  Paper presented at 2022 ASEE Annual Conference & Exposition, Minneapolis, MN. 10.18260/1-2--41578

\bibitem{asee_peer_41578}
  Mansour, O., \& Aly, S. (2022, August), \emph{Rethinking the Student Learning Objectives in an Architectural Project-based Course}
  Paper presented at 2022 ASEE Annual Conference \& Exposition, Minneapolis, MN.
  10.18260/1-2--41578

Osama Mansour and Shahnaz Aly.  "Rethinking the Student Learning Objectives in an Architectural Project-based Course".  2022 ASEE Annual Conference & Exposition, Minneapolis, MN, 2022, August.  ASEE Conferences, 2022.  https://peer.asee.org/41578 Internet.  26 Apr, 2024

\bibitem{asee_peer_41578}
  Osama Mansour and Shahnaz Aly.
  "Rethinking the Student Learning Objectives in an Architectural Project-based Course".
  \emph{2022 ASEE Annual Conference \& Exposition, Minneapolis, MN, 2022, August}.
  ASEE Conferences, 2022.
  https://peer.asee.org/41578 Internet.  26 Apr, 2024

@INPROCEEDINGS{asee_peer_41578
author = "Osama Mansour and Shahnaz Aly"
title = "Rethinking the Student Learning Objectives in an Architectural Project-based Course"
booktitle = "2022 ASEE Annual Conference \& Exposition"
year = "2022"
month = "August"
address = "Minneapolis, MN"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/41578}
number = {10.18260/1-2--41578}
}

TY  - CPAPER
AB  - Constant review of curriculums, courses, and teaching methods are needed to fill the gap between Architecture, Engineering, and Construction (AEC) education and practice. The way courses are designed, delivered, and evaluated is crucial for students to form realistic expectations, succeed during the course of study, and perform better when they join the AEC workforce. Architectural documentation is an essential part of AEC educational programs, specifically, architectural sciences programs. In architectural documentation classes, students learn how to develop architectural designs aligned with building engineering systems to prepare construction drawings and documents. In such class, students attend lectures, hand-sketch plans and details, review building codes, research construction materials, and use computer drafting software to develop their projects. The current study explores the dynamics between student learning objectives of a project-based architectural documentation course and such class activities to improve the course quality and enhance the intended learning outcomes. Two sections of an Architectural documentation class at Western Kentucky University were the venue of this study during the Fall of 2021. Instructors’ observations in addition to a questionnaire filled by each student were used. The questionnaire was designed to reveal the achievement of the intended learning objectives set forth at the beginning of the semester in light of each learning activity that happened in the class. The questionnaire was filled by the end of the semester, also, interviews were held with sample students who received A and C grades in this class. The student responses were analyzed. The analysis set to explore the key activities needed to enhance the outcomes of this project-based class. The results show a novel insight on possible adjustments for the student learning Objectives and class activities, specifically in this class, and could be implemented in other project-based classes. The authors will repeat the study in other classes for the results to be generalizable.
AU  - Osama Mansour
AU  - Shahnaz Aly
CY  - Minneapolis, MN
DA  - 2022/08/23
PB  - ASEE Conferences
TI  - Rethinking the Student Learning Objectives in an Architectural Project-based Course
UR  - https://peer.asee.org/41578
DO  - 10.18260/1-2--41578
ER  -