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Session Number: 2315

Mentoring Models in an A/E/C Global Teamwork e-Learning Environment

Renate Fruchter, Sarah Lewis Stanford University

Abstract Understanding the goals and constraints of other disciplines are key to working well in cross-disciplinary Problem-, Project-, Product-, Process-, People-Based LearningTM (P5BL) teams. Education programs rarely offer learners opportunities to participate in authentic cross-disciplinary P5BL experiences in a global teamwork e-Learning environment. This paper reports on models of mentoring in cross-disciplinary learning in Stanford University’s P5BL program. It addresses Architecture/Engineering/Construction (A/E/C) industry’s needs to broaden the competence of engineering students to exercise the acquired theoretical knowledge and understand the role of the discipline-specific knowledge in a multi-disciplinary P5BL environment. In P5BL undergraduate and graduate students play the roles of apprentice and journeyman, and faculty and industry practitioners play the role of "master builders" and mentors. An analysis of mentoring opportunities is presented within a situated perspective on learning, exploring theoretical constructs and practical implications of the development of communities of practice that reach beyond the university walls. The study presents an analysis of mentoring techniques in scaffolding students' cross disciplinary design process, as well as a description of students' rolls in scaffolding mentors understanding of cutting edge collaboration technologies in A/E/C. The paper discusses implications for the design of P5BL environments, processes and implications for university and industry relationships.

Introduction Isolation of Architecture/ Engineering/Construction (A/E/C) students within discipline- specific education has impacted graduates ability to function within interdisciplinary design teams when they enter industry. Not only are new graduates commonly hampered by poor cross-disciplinary communication, coordination and negotiation skills, they emerge from educational institutions with narrow perceptions of what it means to participate in the design process as a member of their specific discipline. P5BL - the People- Problem- Process -Product - Project-based Learning approach in the Stanford School of Engineering addresses this problem by offering graduate students the unique opportunity to exercise their specialized skills as engineers, architects, construction managers in an cross-disciplinary, collaborative, geographically distributed

“Proceedings of the 2001 American Society for Engineering Education Annual Conference & Exposition Copyright Ó 2001, American Society for Engineering Education”

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Lewis, S., & Fruchter, R. (2001, June), Mentoring Models In An A/E/C Global Teamwork E Learning Environment Paper presented at 2001 Annual Conference, Albuquerque, New Mexico. 10.18260/1-2--9549