21 - 30 of 141 results for: CEE ; Currently searching spring courses. You can expand your search to include all quarters

Undergraduates serve as apprentices to graduate students in the AEC global project teams in CEE 222B. Project activity focuses on modeling, simulation, life-cycle cost, and cost benefit analysis in the project development phase. Prerequisite: CEE 122A.

(Graduate students register for 224A.) Project-based. Sustainable design, development, use and evolution of buildings; connections of building systems to broader resource systems. Areas include architecture, structure, materials, energy, water, air, landscape, and food. Projects use a cradle-to-cradle approach focusing on technical and biological nutrient cycles and information and knowledge generation and organization. May be repeated for credit.

The COVID crisis makes one thing clear: society is ill-equipped to deal with disasters that do not respect borders and can cripple social and economic systems. Climate change, though radically different from a virus, similarly is a global threat. This class will feature virtual biweekly talks by four graduate students whose research probes a changing climate's already-occurring impacts on livelihoods, jobs, food, and social safety nets around the world. In the weeks in between the talks, we will hold a group discussion to explore how we can, as a global society, re-imagine our response to disaster.

The practical application of urban design theory. Projects focus on designing neighborhood and downtown regions to balance livability, revitalization, population growth, and historic preservation.

This new class offers an exciting variation on the 'individual project' studio format. Students work as a team to propose a single consensus solution to a real-world design challenge. This collaborative studio experience more closely reflects the creative process in the design and planning professions where a group of individuals works together to brainstorm, shape, develop, and illustrate a community design solution. There are a number of benefits to this team-oriented approach: it is a more nurturing environment for students that do not have design backgrounds, it allows for more peer-to-peer learning, and it takes best advantage of varied student skill sets. But perhaps the greatest benefit is that a team of students working together on a common project will be able to develop a more comprehensive solution than any one student working alone. This means that the class "deliverable" at the end of quarter could be detailed enough to be of significant value to a stakeholder or client group from the larger community. This studio class, working under the guidance of an experienced instructor, functions like a design firm in providing professional-grade deliverables to real-world community design "clients'.

This course investigates the building envelope: the walls, roof, floors, and foundation. More than just an assembly of materials to form an enclosure, the building envelope determines the thermal comfort, energy consumption (and production), structural expression, qualities of light and material experience of a space. These parameters will be explored through the observation, documentation, and analysis of building envelopes, with a focus on sustainability.

Weekly discussion forum for SA+E majors to address a range of architecture, engineering, design, and sustainability topics.

The SA+E Externship course is designed to reduce the barrier for SA+E students to get their first job in a professional environment by providing low risk hiring opportunities for architecture firms of various sizes. Students will be matched with offices in a curated experience pairing student's interests with appropriate firms whose work and size align with the student's declared focus. In the externship students will work in a local office (San Francisco, Palo Alto, or San Jose) and work one day a week (8 hrs per day unless otherwise agreed upon) for the term. This duration will give them an experience of the ebbs and flows of what an architecture office is like. Depending on the office needs and the student's skill level tasks may include shadowing, meeting notes, model building, drafting, 3d modeling, assistance with presentation materials, job site visits, material library organization, etc. At the completion of the program students will have an office and experience to put on their resume, have gained a broader perspective of the industry, and be able to hone their focus more on the type and size of office, as well as the work type that they are interested in.

This Design Build seminar investigates the use of metal as a structural, spatial and organizational medium. We will examine the physical properties of post-formable plywood, and develop a structural system and design which respond to site and programmatic conditions. The process includes model building, prototyping, development of joinery, and culminates in the full scale installation of the developed design on campus. This course may be repeated for credit (up to three times). Class meeting days/times are as follows:Session 1: May 20, Friday, 5pm-8pmSaturday, May 21, 9am-5pmSession 2: Sunday, May 22, 10am-5pm