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Structural Engineering for Architecture and Construction Management Students – A New Approach

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2014 ASEE Annual Conference & Exposition


Indianapolis, Indiana

Publication Date

June 15, 2014

Start Date

June 15, 2014

End Date

June 18, 2014



Conference Session

Structural Education Topics in Architectural Engineering

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Page Count


Page Numbers

24.1108.1 - 24.1108.11



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Paper Authors

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James B. Guthrie California Polytechnic State University

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Pamalee A. Brady California Polytechnic State University

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Structural Engineering for Architecture and Construction Management Students – A New ApproachArchitecture and construction management students can often graduate with a weak foundationin structural engineering. The XX University is well positioned to address this gap. TheArchitectural Engineering (ARCE) Department is fortunate to be one of five departments locatedwithin the College of Architecture and Environmental Design. A great benefit of thisarrangement is that considerable interaction takes place amongst the departments mirroring theinteraction and collaboration that occurs in industry. One of the more successfulinterdepartmental collaborations has been amongst the architectural, construction managementand architectural engineering departments. This exchange of information and studentsencourages greater knowledge and understanding of each other’s disciplines and preparesstudents for a practice that increasingly values such interdisciplinary collaboration.The ARCE department offers a total of five courses that are taken by architecture andconstruction management students giving them a solid grounding in statics, properties ofmaterials and structural systems. The final two courses in this sequence, originally titled SmallScale Structures and Large Scale Structures, covered timber, structural steel and reinforcedconcrete structural systems. They have been recently reconfigured in response to requests by theArchitecture and Construction Management Departments whose students they serve. Thereconfiguration is in response to two specific requests. Construction Management needed toeliminate one course from the five-course sequence in response to a directive to reduce programunits. Architecture requested an integration of structural content into their upper division studios.The solution, which served both departments, was composed of two actions. One was to revisethe content of ARCE 315 so that it includes content for both small and large scale structures withtimber, structural steel and reinforced concrete structural systems. This course will be taken byboth architecture and construction management students. The other action was to modify thestructure and content of ARCE 316 to create a course integrated into the third year architecturestudios. This course will be taken by architecture students.The focus of this paper is the new ARCE 315 course. The overall goal of the course remains togive the architecture and construction management students structural engineering skills so thatin their careers as project leaders they will better understand structural engineering systems andprinciples. The new ARCE 315 has been developed over the last year in consultation with theArchitecture and Construction Management Departments. The challenge has been to select thecontent from the two original courses to include in the new ARCE 315. The approach has been tocarefully focus calculation-based content to lead to a broader understanding of concepts.Contents are reinforced with two projects. To emphasize the decision making process in anactual project, the projects include not only conceptual structural design, but fire resistivityrequirements and planning considerations as students site the projects in an actual urban setting.This work in progress paper will present the learning outcomes and contents developed for thenew ARCE 315. It will describe outcome of the first teaching of this two unusual course in Fall2013.

Guthrie, J. B., & Brady, P. A. (2014, June), Structural Engineering for Architecture and Construction Management Students – A New Approach Paper presented at 2014 ASEE Annual Conference & Exposition, Indianapolis, Indiana. 10.18260/1-2--23041

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