ABSTRACT
This study aims to explore efficiency of Building Technology classes related to structures and environmental design in the professional lives of the new graduates of architecture schools in the State of Texas. Due to the lack of document to outline the current status of building technology curriculum with respect to STEM learning principle implementation, a questionnaire has been developed to provide reliable evidence on the topic on a state scale. Therefore, the study is expected to provide evidence on the current status of building technology education, specifically structural design education, with respect to STEM learning in geographical scope of the state of Texas, to empirically associate the current status with student success, and to recommend propositions to tackle potential challenges identified through statistical analysis of the collected data.
