Jvassn1

ARCHITECTURAL ENGINEERING DESIGN 1
A CLASS TAKEN BY JASON VAROUNIS

This website was created to display one student’s feelings COURSE INFORMATION

about a course that he took while attending Drexel University.

ABOUT THE AUTHOR

The site was designed and built by the student, himself, and
ASSIGNMENT DETAILS
its manifestation was the completion of the first assignment
under the curriculum of said course
STUDENT
RESPONSIBILITIES
Links to the right detail the course that was taken, the student
who took it, the assignment resulting in the creation of this
NEW SKILLS LEARNED
website, and the student’s feelings regarding the intricacies of
the course. It is important to note that the commentary
herein reflects the feelings and understanding of the student, TEAMWORK
not necessarily the intentions of the professor.

This site was last updated on: September 22, 2010


COURSE INFORMATION COURSE INFORMATION

Name: Architectural Engineering Design 1
Course ID: AE390-002 ABOUT THE AUTHOR

CRN #: 12695
Location: CAT 167
Times: Monday and Wednesday,
3:00pm-4:50pm ASSIGNMENT DETAILS

Professor: Dr. James Mitchell
E-mail: James.Mitchell@Drexel.edu STUDENT
RESPONSIBILITIES

AE390, coupled with its component course
AE 391, is a junior-level course sequence for students NEW SKILLS LEARNED

pursuing an undergraduate degree in Architectural
Engineering. The primary goal of the course is to
TEAMWORK
teach the fundamental techniques involved in
designing the many systems that comprise a modern
building. Focus is maintained on the structural and
HVAC systems. (click here to continue)


COURSE INFORMATION (continued) COURSE INFORMATION

The secondary goal of this course is to
expose students to the modern, collaborative ABOUT THE AUTHOR

environment involved in designing such structures, as
the process involves conference of a large group of
people with varying backgrounds and motivations
regarding the structure. Emphasis is placed on proper ASSIGNMENT DETAILS

teamwork and ethical practices to be used in the
professional field. The course suggests that such STUDENT
social skills are just as important as technical aptitude RESPONSIBILITIES

in reaching a successful product.
NEW SKILLS LEARNED

•Link to the course syllabus prepared by the professor
TEAMWORK



ABOUT THE AUTHOR COURSE INFORMATION

Name: Jason Varounis
Age: 23 ABOUT THE AUTHOR

Graduating Class: 2011
Major: Civil and Architectural Engineering
Minor: Music
Current City: Philadelphia, PA ASSIGNMENT DETAILS

Interest: Tunneling Engineering
E-mail: JV66@Drexel.edu STUDENT
RESPONSIBILITIES

NEW SKILLS LEARNED

TEAMWORK



ASSIGNMENT DETAILS COURSE INFORMATION

Titled Assignment 1-A: Course Overview, the first
assignment in the course was an exercise of written ABOUT THE AUTHOR
communication skills. It was used to compare the instructions
and intentions of the professor regarding the course with the
understanding of the student. Students were required to read
the course syllabus and the list of assignments that would be
ASSIGNMENT DETAILS
completed throughout the course’s duration. Then, students
were asked to create a website detailing their understanding of
what was required of them for the course. This exercise helps STUDENT
RESPONSIBILITIES
to maintain a clear convergence of thoughts regarding the
course between the professor and student. Finally, students
NEW SKILLS LEARNED
were asked to include their feelings about the course objectives
and suggest improvements and/or changes. Such input is
valuable to the professor as it allows him to ensure that TEAMWORK

students, in effect his clients, are happy with the course that he
has designed.

•Link to the Assignments as prepared by the professor


STUDENT RESPONSIBILITES COURSE INFORMATION

The course deliverables include a total of 8 assignments of varying weights each
graded on a 100 point scale. 6 of the assignments are to be completed in teams. Likewise,
teamwork evaluations are required in addition to the explicit guidelines for these items. ABOUT THE AUTHOR
Attendance to the class lectures is required, and, at the professor’s discretion, significant
absence may result in up to a 20% reduction of the final grade. Each assignment required that a
website be created and posted documenting its completion.

•Assignment 1: Students were to view the course information, guidelines and supporting
material prepared by the professor and then reiterate their understanding of the course
ASSIGNMENT DETAILS
objectives and their responsibilities in the form of a website. Students were also to express their
opinions about the format and intricacies of the course design.

•Assignment 2: This was an exercise in the use of BIM software to create a virtual model for a STUDENT
building. Students were to choose a BIM tool of their choice and create a simple, single-story RESPONSIBILITIES
building. In the form a written document and a presentation, students were then to detail their
experience creating the model and the results that it yielded.
NEW SKILLS LEARNED
•Assignment 3: This was first of the team assignments. Teams were to choose a contemporary
building approved by the professor and perform an analysis of the structure. First, teams were
to research their specimen on its purpose and history. Then, teams were to perform calculations
to determine the properties of the buildings various systems including architecture, structure TEAMWORK
and HVAC. Conclusions would be drawn, and all work was to be documented.

•Assignment 4: In teams, students were assigned a specific structural system to analyze in its
entirety. A presentation of the system would detail their findings: the system’s purpose,
components, limitations, materials and affects on other systems.
(click here to continue)


STUDENT RESPONSIBILITIES (continued) COURSE INFORMATION

•Assignment 5: Given a specific building and location, teams were to critically analyze several
potential structural systems for the building and decide on the optimum. A presentation would
detail their comparisons, conclusions and justifications in terms of such parameters as feasibility, ABOUT THE AUTHOR
cost, integrity, life span and safety.

•Assignment 6: Teams were to research a variety of HVAC systems and prepare a presentation
documenting their work. Each system was to be presented in context of its components,
function, material, limitations and applications in various building environments.
ASSIGNMENT DETAILS
•Assignment 7 : Given a specific building and location, teams were to critically analyze several
potential HVAC systems for the building and decide on the optimum. A presentation would
detail their comparisons, conclusions and justifications in terms of such parameters as feasibility,
cost, integrity, life span and safety. STUDENT
RESPONSIBILITIES
•Assignment 8: The course culminates with teams choosing a single contemporary building
approved by the professor. A complete and thorough analysis of the building will be performed,
including detailed explorations of the architectural, structural, HVAC, electrical, and other NEW SKILLS LEARNED
systems of the building. And how they affect each other. Where possible, quantitative results
are to be obtained.

TEAMWORK



NEW SKILLS LEARNED COURSE INFORMATION

As is a major goal of any educational venture, the course seeks to teach new skills to students.
At the successful completion of all the assignments, the student will have gained the following
skills for use in his professional career: ABOUT THE AUTHOR

• A clear and extensive understanding of the many systems that contribute to a contemporary
building, including structure, HVAC, architecture and electrical systems.

•Analytical skills, both critical and technical, for the determination of various building systems
based on select parameters
ASSIGNMENT DETAILS
•Computer skills regarding the use of BIM software for analyzing building systems

•Computer skills regarding the forming of effective visual presentations of one’s professional STUDENT
efforts as well as website creation for the distribution of such presentations RESPONSIBILITIES

•Social and ethical skills regarding teamwork practices and collaborative efforts in the interest of
engineering a successful collective product NEW SKILLS LEARNED

TEAMWORK



TEAMWORK COURSE INFORMATION

The first day of the course, a movie was shown regarding the
evolution of the process by which buildings are designed. As a
ABOUT THE AUTHOR
component of the first assignment, students were asked to describe
effective techniques for designing a building in a collaborative team
setting, using explicit references to the movie.

•Link to the movie, Performance By Design ASSIGNMENT DETAILS

When collaborating to create such a product, it is important
to engage all aspects of the product early in the design phase. Consider STUDENT
RESPONSIBILITIES
all systems of the product and how they might affect each other.
Performance By Design expresses such in an example where using better
insulated windows for the building envelope affected the HVAC system NEW SKILLS LEARNED

by reducing heating loads.
In doing so in a collaborative environment, it is also
TEAMWORK
important to recognize the opinions and expertise of others. The
purpose for the collaboration is to pool the skills and resources of many
people, and refusal to acknowledge others defeats that purpose.


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