| Personal Techniques Faculty wish to Share | Things Faculty want to learn from Others |
|---|---|
| I completed the ASCE EXCEED workshop. I think it is very important to spread the EXCEED message. | Mentoring better senior projects, better student competition entries, participation in Engineers without Borders |
| I frequently take academic leave to work and consult for cutting edge structural engineering firms to make sure that I am current with where industry is. Technically, it's extremely rewarding, as well as a good opportunity to recharge my batteries (especially given our very heavy teaching load). | What balance do other schools strike between teaching and scholarship? What do other schools feel is the most healthy balance? |
| design labs | Making teaching and learning material available online |
| We should have at least three tracks within AE to cover HVAC, Structures and Integrated Building Systems. ( everything else, like BIM, sustainability, program management ). There should be more emphasis on site design, land development and operations management for those who want to follow that path. | How they do in placing their students in industry. |
| I believe our open ended senior design sequence offers an opportunity for in-depth student learning. The separation of adviser and readers in grading ensures that standards are maintained. | Other schools may have best practices and case studies that I could adopt. |
| Service learning projects, incorporation of student interests into course | Problem-based course development |
| My two-course (2x10 week) AE Design sequence in Junior year seems to me to be a good transition between strict "architecture" studios and a capstone design sequence. I'd be delighted to share what I do with others. I also believe that putting student work on the web to be shared with others has multiple benefits. Using criteria-based grading has greatly increased the clarity of my goals as well as the student experience. I recommend it to all. | My sabbatical has been an extraordinary experience to do just that. The things that I'm particularly interested in are: - How best to excite students about going beyond routine design solutions. - How to take advantage of new technologies, particularly computer-based. - The possibilities of sharing unique skills and/or tools between the schools. |
| Focus on teaching the values of a professional engineer...how there is a one to one correspondence to college courses and learning. | How they answered the above question 2. |
| The fact that our current capstone design includes other disciplines. If we can actually turn it into a joint capstone studio class with architecture it could be even better. | How they get people from industry to help evaluate and mentor students in design |
| The way capstone design is handled. | |
| AE Design taught by practicing professionals | |
| Take education courses. Problem based learning. Teaching soft skills (team work, public presentations, letter writing, communication, etc.) | How other courses are structured. |
| Getting the students to have confidence in themselves and helping them develop and attitude that the want to improve the way they do their work | Nothing |
| Putting experienced professional engineers in the design classrooms (as opposed to graduate teaching assistants). | Ways to access/create more realistic problems and projects in an academic setting. |
| Team architectural desigm | Preparation for FE exam |
| Our team taught and team executed, interdisciplinary senior project sequence that incorporates all 5 disciplines-- architecture, CM , Mech systems, structural, electrical | Retention, student readiness upon entry to college |
| I always have the students do some form of calculation(s) in every class I teach. They can not just sit the whole hour and take notes. | I would imagine other faculty have some good Powerpoint slides that might help a student visualize a topic. |
| Integration of cap stone course with industries. External evaluators and external owners of the design projects. | Conducting the Design Studios style and the modified Design Studio. |
| Several years ago the four faculty who taught our Senior Project courses had several years of office experience and brought that to the classroom. One has since retired and another has moved elsewhere. The effectiveness of the current faculty team is half of what it used to be. | It would be interesting to see what other schools do in ther Senior Design courses. |
| Design class that covers design development with building system integration. | BIM |
| First you must know what other schools are doing. | |
| start talking about engineering design with first semester freshmen. | sample engineering problems for beginning students |
| The utilization of team teaching allows the students to be exposed to differing points of view throughout their educational career. It is an unwritten rule of this school that each student has a course with every professor at least once in their educational career. By allowing students to experience varied opinions pertaining to the process of design, they are able to see that there is more than one way to approach design and that the chosen process may also depend on the type of project on which they are working ... | I would like to learn about processes that have been employed in the classroom that have yielded positive results for student learning - With the ever changing personalities of the students, it is a constant challenge to be able to reach them and teach them effectively. |
| More integrated design projects among Architecture, AE and Landscape Architecture. More interactions with EE in sophisticated, dynamics controls approaches; with material scientists in building materials developments; with chemists and micro and mycobiologists in indoor contaminant properties of concern; with on-site power systems for combined heat and power applications. AE needs to expand its influence on the research and development focus of disciplines related to the realization of high performance, low energy utilization buildings and their design realizations. AE must become much more interdisciplinary in practice and in its research and development activities. | See above - not sure if any other schools are attempting these approaches. |
| Senior thesis is a quite successful experience for our students. | Their experiences with industry and term projects. |
| Student - Practitioner interaction and participation of alumni Career placement. Will be even more important if the economy continues to slow down. | Nothing specific at the moment, but I think all the schools can learn and support each other. Does not appear to be a real effective mechanism at the current time. |
| Design studios for lighting design. Senior program design work that includes breadth and depth areas. | It would be beneficial to share group projects and exercises that enhance student understanding of AE topics, including design. |
| Including some component of self learning. | |
| * Adopt an integrated design approach for ALL building systems. * Emphasis on sustainable building design concepts | * How they update their curriculum? * How they seek AE industry involvement? Any incentives? |
| Co-teaching with industry experienced engineers. | How to teach AED effectively; I find teaching AED challenging. |
| involvement of professionals | |
| I think we do a decent job of integrating the various disciplines into a single AED project. | We often struggle to get quality input from industry mentors. |
| Case studies and technology enabled teaching and learning | How to motivate students |
| JOint studios with architecture. Should explore joint studios with greater range of related disciplines. | The model of Bachelor's + 30 model. |
| I offer Sunday help sessions in five courses that are taught in other departments. | I am too arrogant to think I might learn anything. |
| Case studies and inviting industrial experts to come for lecture. | Research funding |
| Very practical engineering design that successfully integrates the analysis skills obtained in the prerequisite Engineering Science courses. | A matrix showing which programs use what textbooks for similar courses would be interesting. |
| We have three studio courses taught by the School of Architecture faculty. Our ARCE students take a MINIMUM of 31 credit hourse from the Architecture faculty. 16 hrs. of studio 9 hrs. of Architectural history 6 hrs. of Building Technolog Additional hours of electives, especially in acoustics. | |
| I use current examples from my practice in classroom presentations that students appreciate. | |
| How to best focus on the appropriate lessons and skills for AE students and not teach the AED courses too much like architectural design classes. | |
| Where they've been successful in teaching AED. | |
| How are other schools integrating the use of BIM into their curriculum? | |
| We have the administrative advantage of separate units dedicated to AE and to Construction. This autonomy secures resources and management of unit destinies. | It would be good to share ideas and lessons learned on internships and coop programs, |
| Bring industry design teams to mentor the students | Finding faculty who can teach integration |
| Not sure | How to best help Architectural Engineering students learn traditional structural engineering and mechanics courses. They are prepared and bright in general. To what level and by using what methods can I best offer them the fundamental principles of how structures and building materials behave? |
| No opinion | Course materials |
| UT Austin integrates the different aspects of ArE design. We are introducing BIM in useful ways. | I would like to see how other schools integrated the data transfer aspects of BIM into their curricula. |
| Using case studies extensively that require students to make decisions, where such decisions reflect their level of understanding of the problem and concepts | I'd like to spend a summer visiting the teaching institutions (such as Cal Poly) to learn from their teaching styles; my sense is that they have developed some very creative ways to teach difficult content |
| We have a very good integration of design course (capstone) that has worked well for us. I suppose that most AE programs have something similar. We also are part of a CE department and have a very coordinated group of courses, some with CE number and some with ARE number. It makes for considerable efficiencie and flexibilty for faculty and students. | Their curricula, course outlines, method of teaching |
| Balance between fundamental and applied knowledge. | |
| I am not currently teaching in an AE school. | Schools have strengths in different areas. Some seem to offer strong, sustainable graduate programs and research in architectural engineering. Others have excellent ties with industry and employers. |
| BIM incorporation into our curriculum. | Personally as a non-AE, I would likely learn a lot from every school . This question would be better answered by my faculty who are architects and AEs. |
| architectural studio using BIM, we have had a lot of success with that. Also, transitioning to BIM at the second year. | See no. 2 |
| I really don't have anything ground-breaking regarding design education to share. | Don't know. |
| BIM/Revit - It requires looking at buildings as a whole, not piecemeal. | With our small faculty, it would be groundbreaking! |
| Coordination between architects and engineers. | |
| (I'll answer all 3 of these in one answer.) I think it's important to encourage diversity. Different schools should have different emphases and different instructors should have different styles. There can be no prescription, and nobody can learn how to teach design by reading a book. But yes, it is important for AE educators to share their experiences among one another (and to have an infrastructure for doing so). I think it's important that instructors maintain close ties to industry, so that they keep abreast of current working methods, and evolve their teaching so that students will be properly prepared. That said, I do not think our mission is principally vocational, and we should not be a slave to the immediate needs of our industry consitituents. | |
| I teach architectural design to engineers in a studio environment. This is the ideal realm for AED for structural, environmental, etc. The model curricula of six classes all three credits each will not work. AED becomes the focal point of the curricula at six credits each. This also has inherent difficulties since engineering faculty carry the doctoral degrees and perform research rather than the industry experience that allows for the successful teaching of these classes. I see this transition as potentially problematic. |