Convergence in Engineering and Architectural Design Education: Mission-driven Integrated Design Studio

Ryan Solnosky; Moses Ling; Lisa D. Iulo; David Eric Goldberg; Sez Atamturktur

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Conference: 2021 ASEE Virtual Annual Conference Content Access
Location: Virtual Conference
Publication Date: July 26, 2021
Start Date: July 26, 2021
End Date: July 19, 2022
Conference Session: Architectural Engineering Division Technical Session 1
Tagged Division: Architectural Engineering
Page Count: 14
DOI: 10.18260/1-2--36849
Permanent URL: https://strategy.asee.org/36849
Download Count: 383

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Paper Authors

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Ryan Solnosky P.E. Pennsylvania State University

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Ryan Solnosky is an Associate Teaching Professor in the Department of Architectural Engineering at The Pennsylvania State University at University Park. Dr. Solnosky has taught courses for Architectural Engineering, Civil Engineering, and Pre-Major Freshman in Engineering. He received his integrated Bachelor of Architectural Engineering/Master of Architectural Engineering (BAE/MAE), and PhD. degrees in architectural engineering from The Pennsylvania State University. Dr. Solnosky is also a licensed Professional Engineer in PA. Ryan's research interests include: integrated structural design methodologies and processes; Innovative methods for enhancing engineering education; and high performing wall enclosures. These three areas look towards the next generation of building engineering, including how systems are selected, configured and designed.

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David Goldberg, ASLA, is an associate clinical professor of landscape architecture and the technology operations manager for the Stuckeman School at Penn State. There he teaches courses in design visualization, building information modeling, site design, and geodesign. His research interests include optimizing the physical and virtual environments where teams interact; enhancing interdisciplinary and transdisciplinary collaboration between industry, practice, and the academy; and developing virtual learning environments for studio design courses. Topically, he focuses on how the landscape is incorporated in building information modeling and how big data and near-real-time data may be leveraged to create “digital twins” for landscape architecture. The results for which will be impactful to the practice and discourse of geodesign.

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Sez Atamturktur Ph.D. Pennsylvania State University

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Dr. Sez Atamturktur is the Harry and Arlene Schell Professor and Department Head of Architectural Engineering at The Pennsylvania State University. Previously, she served as Associate Vice President for Research Development and Provost’s Distinguished Professor at Clemson University. Dr. Atamturktur’s research, which focuses on uncertainty quantification in scientific computing, has been documented in over 100 peer-reviewed publications in some of the finest engineering science journals and proceedings. Dr. Atamturktur’s research has received funding from several federal agencies including the National Science Foundation, the U.S. Department of Energy, the Department of the Interior, the Department of Transportation, the Department of Education, and the Los Alamos National Laboratory, as well as industry organizations and partners, such as the National Masonry Concrete Association and Nucor. She served as the director of the National Science Foundation-funded Tigers ADVANCE project, which focuses on improving the status of women and minority faculty at Clemson. Previously, Dr. Atamturktur was the director of the National Science Foundation-funded National Research Traineeship project at Clemson, with funding for over 30 doctoral students and a goal of initiating a new degree program on scientific computing and data analytics for resilient infrastructure systems. In addition, Dr. Atamturktur was the director of two separate Department of Education-funded Graduate Assistantships in Areas of National Need projects that each provided funding for 10 doctoral students. Dr. Atamturktur served as one of the four co-directors of Clemson’s Center of Excellence in Next Generation Computing and Creativity. Prior to joining Clemson University, Dr. Atamturktur served as an LTV technical staff member at Los Alamos National Laboratory.

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Abstract

This paper presents a convergence-driven educational approach for a newly formulated cross-disciplinary design studio for architecture, landscape architecture and engineering students. The studio, titled Mission Driven Integrated Design (MDID), was taught in both Spring and Summer 2020 and is continuing to be offered in Spring 2021. Studio-based educational settings documented in literature often rely less on formal lecture delivery but instead adopt a Socratic mentoring style. At the forefront of the traditional architectural education, studios place creative emphasis on how to develop the aesthetics through form and space with general function of the building and engineering systems taking a secondary role. A comprehensive design studio, especially one including engineering students, on the other hand, interconnects architectural design and engineering principles to simultaneously achieve two goals. The first goal is delivering traditional content that is in architectural design studios for architects; and the second is the inoculating system-level thinking and integrated design of supporting building systems. To achieve these two goals, interdependencies between spatial organization and engineering systems are emphasized in the MDID studio course. Emphasis is placed on such topics as the iterative design process, systems-of-systems thinking, considerations on how to maximize overall building performance and occupant well-being all while keeping the design environmentally conscious and economically viable. By interlinking the architectural and engineering aspects, the course provides a learning experience where students focus on integrated solutions that require careful coordination of various design decisions, study of the synergies and tradeoffs each decision and convergence of disciplinary expertise to reach a holistic yet balanced design. This paper discusses how the studio courses can mutually support cross-disciplinary collaboration of architecture, landscape architecture, architectural engineering students by providing mission driven lenses informed by real-world issues and clients. Discussion points in the paper include course outcomes, collaborative mechanisms for multi-disciplinary instruction – both in-person and remote, teaching students to focus on the mission of the project, format of the course and generalizable trends on the success of the course.

Citation
Format

Solnosky, R., & Ling, M., & Iulo, L. D., & Goldberg, D. E., & Atamturktur, S. (2021, July), Convergence in Engineering and Architectural Design Education: Mission-driven Integrated Design Studio Paper presented at 2021 ASEE Virtual Annual Conference Content Access, Virtual Conference. 10.18260/1-2--36849

TY - CPAPER
AB - This paper presents a convergence-driven educational approach for a newly formulated cross-disciplinary design studio for architecture, landscape architecture and engineering students. The studio, titled Mission Driven Integrated Design (MDID), was taught in both Spring and Summer 2020 and is continuing to be offered in Spring 2021. Studio-based educational settings documented in literature often rely less on formal lecture delivery but instead adopt a Socratic mentoring style. At the forefront of the traditional architectural education, studios place creative emphasis on how to develop the aesthetics through form and space with general function of the building and engineering systems taking a secondary role. A comprehensive design studio, especially one including engineering students, on the other hand, interconnects architectural design and engineering principles to simultaneously achieve two goals. The first goal is delivering traditional content that is in architectural design studios for architects; and the second is the inoculating system-level thinking and integrated design of supporting building systems. To achieve these two goals, interdependencies between spatial organization and engineering systems are emphasized in the MDID studio course. Emphasis is placed on such topics as the iterative design process, systems-of-systems thinking, considerations on how to maximize overall building performance and occupant well-being all while keeping the design environmentally conscious and economically viable. By interlinking the architectural and engineering aspects, the course provides a learning experience where students focus on integrated solutions that require careful coordination of various design decisions, study of the synergies and tradeoffs each decision and convergence of disciplinary expertise to reach a holistic yet balanced design. This paper discusses how the studio courses can mutually support cross-disciplinary collaboration of architecture, landscape architecture, architectural engineering students by providing mission driven lenses informed by real-world issues and clients. Discussion points in the paper include course outcomes, collaborative mechanisms for multi-disciplinary instruction – both in-person and remote, teaching students to focus on the mission of the project, format of the course and generalizable trends on the success of the course.
AU - Ryan Solnosky P.E.
AU - Moses Ling
AU - Lisa D. Iulo
AU - David Eric Goldberg
AU - Sez Atamturktur Ph.D.
CY - Virtual Conference
DA - 2021/07/26
PB - ASEE Conferences
TI - Convergence in Engineering and Architectural Design Education: Mission-driven Integrated Design Studio
UR - https://strategy.asee.org/36849
DO - 10.18260/1-2--36849
ER -