How a Collaborative Architecture Influences Structural Engineering Education

1
How a Collaborative Architecture Influences
Structural Engineering Education

• Keith E. Hedges Anthony S. Denzer
• Department of Civil and Architectural
  Engineering, University of Wyoming, USA

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The Role of Architectural Design in Architectural
Engineering Programs

• Architectural Design
• The purpose of architectural design in an
  Architectural Engineering (AE) curriculum is for
  graduates to have an understanding of an
  architectural design . . . that will permit
  communication, and interaction, with other design
  professionals in the execution of building
  projects ABET, 2007a.
• Furthermore, The AAC AEI (Architectural
  Engineering Institute) Academic Council believes
  it is a professional responsibility for
  architectural engineers to have a basic
  understanding of the design process of the
  architects involved in the execution of building
  projects AAC, 2007.
• If engineering programs prefer consistency with
  this AAC directive, the faculty will recognize
  and provide evidence of student understanding in
  this new representational environment.

• Multidisciplinary Teams
• The third criterion of ABET outcomes and
  assessments specifically identifies that
  engineering programs must demonstrate that
  students attain an ability to function on
  multidisciplinary teams ABET, 2007b.
• The ABET Commentary further provides a more
  succinct example of the individual
  characteristics within this multidisciplinary
  setting where,
• (1) each team member serves in a well-defined
  role in the team
• (2) each team member brings a particular
  expertise to bear in solving the problem and
• (3) the scope of the problem is sufficiently
  broad that no one team member could successfully
  solve the problem alone ASCE CCA, 2007.

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Collaborative Architecture Real-time
Simultaneous Collaboration in the Introductory
Studio
excerpts from Student Learning Journals
This design would have given a structural
engineer a real headache.
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Conceptual Complexity Communicating Between 2D
Abstractions and 3D Representations
excerpts from Student Learning Journals
Without being able to evaluate the floor plans
in 3D, many of the rooms would have been skewed
or inaccurate versus the design intent. 3D views
allowed us to check every side, angle, and view
to ensure it met our idea.
Storyboarding the Design Idea
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Collaborative Architecture Real-time
Simultaneous Collaboration in the Introductory
Studio
Evaluating Representational Space During the
In-Process Journey as Opposed to the Final
Destination
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Collaborative Architecture Real-time
Simultaneous Collaboration in the Terminal Studio
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Discussion

• First ABET Characteristic
• The first characteristic of students working
  within clearly defined roles does not allow for
  comprehension or evaluation of the problem in its
  entirety.
• In response to the weakness, we suggest that ABET
  consider a fourth characteristic in their
  commentary (4) each team member must understand
  the problem in its entirety.

• Second ABET Characteristic
• The second ABET characteristic, that each student
  brings a particular expertise, is only suitable
  for capstone courses.
• We recommend that ABET soften the language in the
  second characteristic to (2) each team member
  represents an area of interest in solving the
  problem.

• Civil Engineering Programs
• ABET requires that civil engineering students
  have an understanding of professional practice
  issues . . . how the design professionals and the
  construction professions interact to construct a
  project 2007b. Civil engineering programs with
  an emphasis in structural engineering should
  consider addressing this requirement by
  introducing a collaborative architectural design
  studio, using the BIM methodology, to cultivate a
  broader understanding of integrated practice

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Thank you for your attention

• References
• ABET, Criteria for Accrediting Engineering
  Programs, Baltimore, MD ABET, Inc., 2007a, 6.
• ABET, Criteria for Accrediting Engineering
  Programs, Baltimore, MD ABET, Inc., 2007b, 9.
• AEI Academic Council AAC, Draft Commentary,
  2007, 8.
• ASCE Committee on Curricula and Accreditation
  ASCE CCA, Commentary on the ABET Accreditation
  Criteria for Civil and Similarly Named Programs
  in the Context of the Civil Engineering Body of
  Knowledge, 3.4, 2007, 20.