Mechanical Option

The New York Times Building
New York, NY

Note: While great efforts have been taken to provide accurate and complete information on the pages of CPEP, please be aware that the information contained herewith is considered a work‐in‐progress for this thesis project. Modifications and changes related to the original building designs and construction methodologies for this senior thesis project are solely the interpretation of Kyle Horst. Changes and discrepancies in no way imply that the original design contained errors or was flawed. Differing assumptions, code references, requirements, and methodologies have been incorporated into this thesis project; therefore, investigation results may vary from the original design.”

Being involved with the IPD/BIM senior thesis pilot program was both challenging and rewarding. Working in a collaborative manner with fellow team members created opportunities for leadership and forced us to learn how to compromise on design issues.  For these reasons, the integrated project delivery focus of the project proved to be quite valuable.  The secondary goal of this new program was to utilize Building Information Modeling (BIM) to facilitate the interdisciplinary design process.  In my opinion, this goal was much less well defined throughout the semester and proved to be a much less valuable part of my experience as a “BIM Team” member.  Overall, my experience with the senior thesis was a very positive one and I enjoyed working on a cutting edge project like the New York Times Building.

ABET Outcome Survey
Important Note:  These outcomes reflect a personal (student) assessment of the course, not the instructor's assessment.

ABET Outcomes
for AE 481W/482

Outcome not able to be assessed

Level of ability demonstrated but below acceptable

Minimum acceptable level of ability demonstrated

More than minimum level of ability demonstrated

(Score of 0)

 (Score of 1)

(Score of 2)

(Score of 3)

a. An ability to apply knowledge of mathematics, science, and engineering





b. An ability to analyze and interpret data





c. An ability to design a system, component, or process to meet desired needs





e. An ability to identify, formulate, and solve engineering problems





f. An understanding of professional and ethical responsibility





g. An ability to communicate effectively





h. The broad education necessary to understand the impact of engineering solutions in a global and societal context





i. An ability to engage in life-long learning





j. A knowledge of contemporary issues





k. An ability to use the techniques, skills, and modern engineering tools necessary for engineering practice





o. Engineering design capabilities in at least two (2) of the (3) basic curriculum areas of architectural engineering, and that design has been integrated across the breadth of the program





p. Communication and interaction with other design professionals in the execution of building projects






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This page was last updated on April 28, 2010 by Kyle Horst and is hosted by the AE Department ©2009