Cross Review of Collaboration in a Design-Build Studio

Saeed Rokooei; Mohsen Garshasby; Afshin Hatami

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Conference: 2022 ASEE Annual Conference & Exposition
Location: Minneapolis, MN
Publication Date: August 23, 2022
Start Date: June 26, 2022
End Date: June 29, 2022
Conference Session: Construction Engineering Division Technical Session 5
Page Count: 13
DOI: 10.18260/1-2--41023
Permanent URL: https://peer.asee.org/41023
Download Count: 353

Mohsen Garshasby is an Assistant Professor in the Building Construction Science program at Mississippi State University. Dr. Garshasby is an architect, researcher, and educator who currently teaches collaborative studio(s) and integrated building systems within the College of Architecture, Art and Design at Mississippi State University.

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Afshin Hatami Mississippi State University

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Abstract

This paper briefly discusses the collaborative experiences between construction and architecture students in a design-build studio and highlights important features of effective collaboration in an educational environment. American Council for Construction Education (ACCE), as the primary accrediting body of construction programs in the U.S., has defined 20 student learning objectives (SLOs), among which “SLO 9: apply construction management skills as an effective member of a multi-disciplinary team” that has been discussed and evaluated as a controversial one. While this educational objective covers a crucial skillset that construction students should develop, the design and application of role-playing are intricate and have caused some ambiguity. Working with construction-related programs allows educators to clarify the process intended for this SLO and exemplify an educational setting in which students can assume different roles and work in multi-disciplinary teams. However, even with this opportunity, many teamwork features should be carefully designed, and every aspect of the educational component or assignment needs to be clearly defined and properly assigned to students. The nature of educational activities and projects assigned to construction students is not entirely aligned with collaboration features, and, therefore, educators should particularly define projects and assignments that promote collaboration and teamwork aspects in students. This study aims to report on different features of collaboration efforts between two programs. A quantitative method in fall 2021 was employed to highlight various students’ perceptions of the subject. The results indicate that program identity, trust, need to fill the knowledge gap, time and effort commitment, and defined values are among factors that impact the collaboration effectiveness. The findings also show that collaborative efforts can be differently interpreted based on the students’ structured criteria. The results of this study provide inputs for construction administrators and educators to design and develop collaborative settings in which students are led to develop their managerial skills and effectively perform in larger multi-disciplinary teams and organizations.

Citation
Format

Rokooei, S., & Garshasby, M., & Hatami, A. (2022, August), Cross Review of Collaboration in a Design-Build Studio Paper presented at 2022 ASEE Annual Conference & Exposition, Minneapolis, MN. 10.18260/1-2--41023

TY  - CPAPER
AB  - This paper briefly discusses the collaborative experiences between construction and architecture students in a design-build studio and highlights important features of effective collaboration in an educational environment. American Council for Construction Education (ACCE), as the primary accrediting body of construction programs in the U.S., has defined 20 student learning objectives (SLOs), among which “SLO 9: apply construction management skills as an effective member of a multi-disciplinary team” that has been discussed and evaluated as a controversial one. While this educational objective covers a crucial skillset that construction students should develop, the design and application of role-playing are intricate and have caused some ambiguity. Working with construction-related programs allows educators to clarify the process intended for this SLO and exemplify an educational setting in which students can assume different roles and work in multi-disciplinary teams. However, even with this opportunity, many teamwork features should be carefully designed, and every aspect of the educational component or assignment needs to be clearly defined and properly assigned to students. The nature of educational activities and projects assigned to construction students is not entirely aligned with collaboration features, and, therefore, educators should particularly define projects and assignments that promote collaboration and teamwork aspects in students. This study aims to report on different features of collaboration efforts between two programs. A quantitative method in fall 2021 was employed to highlight various students’ perceptions of the subject. The results indicate that program identity, trust, need to fill the knowledge gap, time and effort commitment, and defined values are among factors that impact the collaboration effectiveness. The findings also show that collaborative efforts can be differently interpreted based on the students’ structured criteria. The results of this study provide inputs for construction administrators and educators to design and develop collaborative settings in which students are led to develop their managerial skills and effectively perform in larger multi-disciplinary teams and organizations.
AU  - Saeed Rokooei
AU  - Mohsen Garshasby
AU  - Afshin Hatami
CY  - Minneapolis, MN
DA  - 2022/08/23
PB  - ASEE Conferences
TI  - Cross Review of Collaboration in a Design-Build Studio
UR  - https://peer.asee.org/41023
DO  - 10.18260/1-2--41023
ER  -