• 한국공간구조학회지
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• 제18권2호
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• pp.4-10
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• 2018

• 한국디지털건축인테리어학회논문집
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• 제11권1호
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• pp.63-71
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• 2011

The purpose of this research is to analyze a case study of the applicability of BIM concept in architectural engineering design education of 4-year architectural engineering program under ABEEK accreditation. The research method is to introduce a case of architectural engineering design studio and to compare the satisfaction of outcome between BIM S/W and conventional design process. The survey outcome reveals that the satisfaction of BIM S/W is relatively higher than the satisfaction of drawings by hands. The design education outcome is analyzed according the characteristics of expression, revision, relationship, and spatial understanding, etc.

• 한국건축시공학회지
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• 제10권3호
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• pp.145-153
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• 2010

BIM은 최근 공공 및 민간 발주자에 의해 활용이 점차 확대 시행 되고 있으며, 설계사무실에서도 BIM을 도입하고자 하고 있다. 이런 흐름에 발맞추어 학부교육에서 BIM의 교육이 필요함을 인지하고, 현재 진행되고 있는 국내 BIM 교육의 현황을 파악하여 학부교육에서 이루어질 수 있는 설계교육 프로세스의 개선을 도출하고자 하였다. 기존에 건축공학 교육과정에 BIM을 활용하여 구조, 시공, 설비의 각 요소의 핵심이 반영된 종합적인 설계가 가능하게 하고자 한다. 3D 중심의 설계를 통하여 구조설계교육을 강화하고 BIM 도구를 활용하여 공정 및 적산을 연계한 시공 CM교육을 강화하고 친환경 사전분석을 통해 친환경설계 교육을 이루도록 설계교육 프로세스를 개선하고자 한다.

• 한국건축시공학회:학술대회논문집
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• 한국건축시공학회 2010년도 춘계 학술논문 발표대회 1부
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• pp.175-178
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• 2010

Public institutions and owners have been introduced to use Building Information Modeling (BIM) tools. Learning BIM becomes an important factor in design process of undergrad program. The purpose of this study is to demonstrate an integrated architectural engineering design process using BIM tools. BIM education programs are analyzed to compare the level of detail in BIM education. An architectural engineering design class needs to involve BIM to introduce integrated process. An architectural engineering design process needs be based on understanding design, building structure, construction and building services. 3D Modeling helps understanding a building structure and checking environment-friendly element analysis. As a result of this research, new process of design education is proposed under four issues.

• 한국건축시공학회지
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• 제13권1호
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• pp.10-19
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• 2013

Companies want universities to produce graduates with creativity and problem-solving skills, and for this reason universities have extended engineering design education, including in the field of architectural engineering. This paper investigates an engineering design class in the Department of Architectural Engineering, J University. The class was taught in 2010 and 2011using an Action Learning (AL) teaching-learning strategy. The students responded that the level of participation and satisfaction was high in the Action Learning classes, and role allocation or responsibility and communication of the project teams were very effective. But it was also found that as Action Learning is such a new method for students of engineering design, an orientation session that describes what to do and what to prepare should be given before the class starts.

• 국제학술발표논문집
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• The 5th International Conference on Construction Engineering and Project Management
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• pp.525-530
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• 2013

The importance of engineering design increases due to the expansion of engineering education certification. But there are not much teaching methods and examples of engineering design to be referred to the college classes. This paper introduces a new teaching and learning method of Action Learning adopted to a engineering design class in the Department of Architectural Engineering, J University in Korea. The class included a team project to find problems of facilities or safety management factors in a building construction site, and to provide the alternatives to solve the problems. The Action Learning helped to improve the learning effect of students and to increase the quality of the project deliverables.

• 교육녹색환경연구
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• 제12권3호
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• pp.50-57
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• 2013

The education of building services field at university is not enough, although the field has become to be very important in architectural engineering. This lack of education is one of the reason that the level of domestic building services field is lower than that in developed countries. Present conditions of related laws, fields of work after graduation and education at university in building services field have been studied, and education conditions have been investigated divided into four-year architectural engineering course and five-year architecture course. Though building services field has become more important at university education, the number of credits and professor of the field is still small than other fields of architectural engineering. More practical curriculums are necessary to meet the expectation of companies, and it will be one of the method to meet it that criteria of curriculum constitution is according to ABEEK(Accreditation Board for Engineering Education of Korea) in more architectural engineering department.

• 건축역사연구
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• 제8권2호
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• pp.73-85
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• 1999

An analysis of the courses from American architectural institutions during the period of $1890^{\sim}1950$ reveals an emergence of a distinction between a purely architectural and an architectural engineering discipline. A reflection of the economic growth, industrialization and urbanization of a nation; the education of the American architect during that period assumed a professional character. In contrast to European technical institutions which concentrate on the engineering aspects of architecture, American institutions developed a more comprehensive, design oriented curriculum within the framework of the American university system. The establishment of a system of formal education for architects and architectural engineers, replacing the tradition of apprenticeship, made it possible to train future professionals according to their ideals. But the objectives, contents and products of these curricula took on divergent characteristics from institution to institution. The growth of legal regulations( ie. ACSA, NAAB, NCARB, ASEE, etc.) governing the registration of architects and engineers, emphasized the legitimate concern within the profession to determine an acceptable standard of professional education. Such regulatory standards influenced the transition of architectural engineering education in institutions including the case of MIT. As a result, the ambivalence in architectural engineering programs found specific resolution in programs, such as architectural engineering, building engineering, construction or civil engineering.

• 한국CDE학회논문집
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• 제9권4호
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• pp.334-350
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• 2004

Until now, architects have used traditional methods in order to develop architectural forms and use a digital technology as presentation tools. The field of digital technology has been expanded to control easily architectural data, eventually leads to the creation for creative ideas, which were belong to mainly designer's talent. It has been educated by using digital tool in foreign universities but in our case a little university try to do. So we need an adequate curriculum and educational media because of digitalized data, originated architectural form and reduction of time and money. In this paper, as it is surveyed the present situation of architetural education by using digital tool in domestic and foreign country, it can be used as the fundamental data that architectural education by using digital tool is initiated In our universities.

• 대한건축학회연합논문집
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• 제21권1호
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• pp.89-95
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• 2019

In the era of the Fourth Industrial Revolution, a new curriculum that breaks away from the existing education programs is needed to cultivate men of talent for this new industrial era. In this regard, this study aimed to develop innovative curriculums that can be applied to the capstone design of architectural engineering at universities in Korea. To this end, it analyzed the operational status of the capstone design curriculum of domestic universities that operate engineering certification education programs. In addition, it examined educational innovation cases of advanced universities at home and abroad, and analyzed other studies related to educational renovation. Based on the analysis results, it developed the capstone design curriculum of architectural engineering that can be applied to domestic universities. The curriculum was developed into two contents: operating method and syllabus. The method which has been commonly applied to domestic universities was adopted as the operating method. The syllabus was developed by applying flipped learning and design thinking theory, which has widely been dealt with in advanced universities and recent studies. In addition, the curriculum was developed in the form of a prototype to meet the conditions of each university for its efficient utilization.