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Combined Bachelor's + Master's Architectural Engineering

Educational Objectives

In consultation with the Architectural Engineering Industrial Advisory Board (IAB) consisting of Alumni, employers, and current faculty, following are the program educational objectives (PEO's) for the Architectural Engineering program, as approved during the December 12, 2013 IAB meeting (4-0-0):

1. Acquire and articulate through written, visual and oral communication skills, the integration of building design and aesthetics with the knowledge to design mechanical, electrical and structural systems for the built environment.
2. Employ problem solving skills and awareness of emerging green technologies to create a culture for the collaborative design process, building systems integration and constructability, with leadership in energy efficiency, to support the worldwide need for skilled building designers and detailers.
3. Lead design and construction teams in the process and development of conceptual designs, design drawings, construction drawings and specifications and construction contract administration for building sustainability in a global market.

Student Outcomes

The Architectural Engineering program has documented the following student outcomes that prepare graduates to attain the program educational objectives, as approved during the March 25, 2014 IAB meeting (6-0-0), and amended at the December 9, 2014 IAB meeting;

• an ability to apply knowledge of mathematics, science, and engineering;
• an ability to design and conduct experiments, as well as to analyze and interpret data;
• an ability to design a system, component, or process to meet desired needs within realistic constraints, such as economic, environmental, social, political, ethical, health and safety, manufacturability, and sustainability;
• an ability to function on multidisciplinary teams;
• an ability to identify, formulate, and solve engineering problems;
• an understanding of professional and ethical responsibility;
• an ability to communicate effectively;
• the broad education necessary to understand the impact of engineering solutions in a global, economic, environmental, and societal context
• a recognition of the need for, and an ability to engage in, lifelong learning;
• a knowledge of contemporary issues;
• an ability to use the techniques, skills, and modem engineering tools necessary for engineering practice; and
• an ability to integrate building engineering and architectural systems through collaboration and tools to create high-performing solutions.

A majority of LTU engineering students participate in internships (or co-op’s, depending on their program) starting as early as the sophomore year. Architectural Engineering students pursue work and school in parallel, whereas LTU co-op students may choose to alternate semesters working and attending classes on a full-time basis.

Many architectural engineering firms offer structured summer internship experiences, complete with training, team-building, and social events to discover and explore the city where the company might be located. As an alternative to co-op, internships are known for the flexibility they can provide.

All engineering internships are paid, provide real job experiences, including part-time employment, and can be done during fall, spring, and/or summer. Students who choose internships during the school year usually work part-time and take classes simultaneously. Internships and co-ops can be great confidence builders and strong facilitators of the school-to-work transition. They help students literally "test drive" working in their field and provide insights about potential employers, their projects, and work environment.

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