Columbus, Ohio
June 24, 2017
June 24, 2017
June 28, 2017
Architectural
10
10.18260/1-2--28910
https://peer.asee.org/28910
520
Orla Smyth LoPiccolo is a registered architect who joined the faculty of the Department of Architecture and Construction Management in September 2008. Prior to joining Farmingdale State College, Professor LoPiccolo was an adjunct professor for the Department of Architecture and Design, New York Institute of Technology for 5 years, where she taught a variety of design studio classes. Professor LoPiccolo has private sector architecture and project management experience in both Dublin, Ireland and on Long Island, NY, and she has over 10 years of public sector experience as an architect and a Community Development Project Supervisor with the Town of Islip, NY. Professor LoPiccolo received her undergraduate and professional degree with honors from Dublin Institute of Technology - Bolton Street College of Technology and Trinity College, The University of Dublin, Ireland, and her post-professional degree in Architecture Urban Regional Design from New York Institute of Technology. Subsequently, Professor LoPiccolo received a Postgraduate Diploma in Building Construction Management from New York University where she was awarded the Excellence in Academic Achievement Award. She has also recently earned Passive House Designer Certification from the Passivhaus Institut, Germany. Professor LoPiccolo is a member of committees and groups at Farmingdale State College, including being the Chair of the Calendar Committee (a Standing Committee), and an active member of: the Green Building Institute, Smart Grid Committee, Leadership, Governance and Administration Middles States Working Group Sub-Committee, Academic Working Group Committee for the college’s Centennial Celebration, and an Orientation Faculty Leader. Professor LoPiccolo has received a Presidential Commendation for her Calendar Committee work. Being the Outreach Chair in her department, Professor LoPiccolo and has incorporated service learning into her Construction Design course since she started at Farmingdale State College. Off campus, Professor LoPiccolo has completed a 3 year term as the Secretary and Treasurer of American Society of Engineering Education (ASEE) Middle Atlantic Section and was recently elected as Chair Elect of this section. In addition to her numerous presentations and publications on her research in teaching sustainable construction methods and in service learning, Professor LoPiccolo has New York State Building and Energy Code certifications, Passive House consultant training, International Code Council (ICC) certifications − Green Building, and Residential Energy, and Building Performance Institute (BPI) certifications − Building Analyst Professional and Building Envelope Professional. Professor LoPiccolo has researched and integrated sustainable construction techniques, service learning, student-built physical models, Autodesk Revit Architecture and field trips into her courses and she was as awarded a Title III Students First grant to introduce freshmen students to sustainable construction methods including Passive House design. Professor LoPiccolo teaches Materials and Methods of Construction I (CON 161), Graphics I (CON 111), Graphics II (CON 121), Mechanical, Electrical, Plumbing and Energy Systems (ARC 263), Construction Design (ARC 272), Site Design and Construction (ARC 364), Construction Project Management and Scheduling (CON 401W), Advanced Project Planning and Scheduling (CON 406). Professor LoPiccolo brings private and public sector architectural work experience; architectural teaching experience; service on and off campus; sustainable construction knowledge, scholarship and course integration; service learning course integration; and a commitment to continual improvement to the Department of Architecture and Construction Management at Farmingdale State College, SUNY.
Teaching and Learning through Stories: A Preliminary Study
Abstract Students who are engaged in their coursework learn and retain more knowledge than those who are not engaged in their coursework. There are numerous pedagogical methods used to actively engage students in their learning such as: projects in and out of the classroom, laboratory work, jigsaw learning, service learning, field trips, and research. Other methods of classroom instruction also engage students in learning by simpler more subtle means, such as: randomly selecting students during a lecture to answer questions or give their opinion on a topic, student-produced journals, peer review, and through faculty sharing stories related to the course topics from their own work experience. The goal of this paper is to examine the use of the latter. Does teaching with the incorporation of course topic-related stories improve student learning? TED (Technology, Entertainment, and Design) Talk speakers use stories to engage listeners effectively, so why not tell stories to engage students in a 3-hour-long lecture? Two groups of freshmen students were pre-tested in a course topic, then given the same lecture on the course topic with one exception. In one group, the faculty member wove stories from their own work experience, or that of others, into teaching the course topic throughout the lecture, and in the other group, the faculty refrained from telling these course-related stories. Both groups were then given the same post-test for the same time duration. The results of this preliminary study will provide faculty with an understanding of the relative benefit of engaging students through work experience storytelling.
LoPiccolo M. Arch, PDip (CM), Architect, O. (2017, June), Teaching and Learning through Stories: A Preliminary Study Paper presented at 2017 ASEE Annual Conference & Exposition, Columbus, Ohio. 10.18260/1-2--28910
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