Campus Units

Architecture

Document Type

Conference Proceeding

Conference

6th Biennial Professional Conference of the Architectural Engineering Institute (AEI)

Publication Version

Accepted Manuscript

Publication Date

2015

Journal or Book Title

AEI 2015: Birth and Life of the Integrated Building

First Page

469

Last Page

482

DOI

10.1061/9780784479070.041

Conference Title

AEI 2015

Conference Date

March 24–27, 2015

City

Milwaukee, WI, United States

Abstract

For decades, structural design has erroneously been taught to architecture students using a modified version of an engineering-based pedagogical model. Instead of imparting a broad range of information for how structural design considerations could be critically integrated into architectural design, these courses instead focus on a narrow range of curricular topics and analytical methods that negatively impact the preparedness of architectural students for practice. To help address these deficiencies, the entire building technology course sequence at Iowa State University, has been dramatically reconfigured as a collaborative and integrative teaching environment that uses active learning environments and unique classroom activities to enhance student learning. Specifically this paper will present three different labs that occur during the final five-week course module of this structural design sequence. Each of the three exercises demonstrates particularly important, capstone-level, learning objectives. The paper will describe the means, methods, challenges, and benefits of these specific assignments and how these represent other important improvements throughout the new sequence. Examples of student work will be shown, and an assessment of the efficacy of the assignments will be presented including reflections upon lessons learned and suggestions for future improvements.

Comments

This proceeding is from AEI 2015: Birth and Life of the Integrated Building, ed. Christopher H. Raebel (ASCE, 2015), doi:10.1061/9780784479070.041. Posted with permission.

Copyright Owner

ASCE

Language

en

File Format

application/pdf

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