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Interdisciplinary Design Project Teams: Structuring an Impactful Experience

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Conference

2020 ASEE Virtual Annual Conference Content Access

Location

Virtual On line

Publication Date

June 22, 2020

Start Date

June 22, 2020

End Date

June 26, 2021

Conference Session

Design Teams 2

Tagged Division

Design in Engineering Education

Tagged Topic

Diversity

Page Count

15

DOI

10.18260/1-2--34862

Permanent URL

https://peer.asee.org/34862

Download Count

72

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Paper Authors

biography

Jeanne M. Homer Oklahoma State University

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Professor Homer received her Bachelor of Science from the University of Illinois at Urbana-Champaign and her Master of Architecture from Arizona State University in Tempe. She has been a practicing architect in Chicago, Phoenix, and Oklahoma. While she was practicing, she taught at the Art Institute of Chicago and at Arizona State University before teaching in Stillwater full time for 17 years.
Professor Homer received the 2013 International Education Faculty Excellence Award, the 2007 ACSA/AIAS New Faculty Teaching Award, and the 2006 Halliburton Excellent Young Teacher Award.
In addition to carrying on an architectural practice while teaching, many of her scholarship and creative activities relate to teaching in the Comprehensive Design Studio. Topics include multidisciplinary collaborations and integration of systems. She has collaboratively created educational material covering basics of egress design which has been viewed by students and professionals worldwide, and has led multidisciplinary design teams and research projects. She has presented at a variety of architecture, engineering, and fire protection academic and professional venues.

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biography

James Beckstrom Oklahoma State University

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Mr. Beckstrom graduated with a B.S. in Mechanical Engineering from Oklahoma State University and M.S. in Environmental Policy and Management from the University of Denver. He is a registered Professional Engineer. The majority of his 40 year career has been in industry interdisciplinary projects as an engineer, as commercial business developer, program manager, project manager and as an executive managing numerous project and strategic business teams. His recent industry consulting focus as been training and developing fresh engineering graduates to be productive contributors in their workforce and workforce competency and skills assessment. His work experience has included the high arctic of Siberia and Alaska, Bering and Beaufort Seas and Cook Inlet, the jungles of Papua, the deserts of Egypt, the Mediterranean Sea, the Red Sea, onshore and offshore Trinidad and Tobago, the Gulf of Mexico, and numerous U.S. states. He has performed engineering in the disciplines of mechanical, arctic, various subsets of petroleum, and project engineering. Mr. Beckstrom has ten years of experience at Oklahoma State University as a staff engineer while an undergraduate, Adjunct Professor in the M.S. Engineering and Technology program, and most recently as Director of Interdisciplinary Design and Professor of Practice. Mr. Beckstrom has been published by the Fluid Power Research Center, Society of Petroleum Engineers, and American Society of Mechanical Engineers.

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biography

Tom Elliott Spector Oklahoma State University

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Tom Spector is a Professor of Architecture at Oklahoma State University and a licensed practitioner active in historic preservation in Oklahoma City. He is the author of three books. Tom holds his Ph. D. in Architecture from University of California, Berkeley and his MArch from Georgia Tech.

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biography

John J. Phillips Oklahoma State University

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JOHN PHILLIPS, a registered engineer and associate professor of architectural engineering, practiced as a structural engineer for nine years before returning to his alma mater to teach at Oklahoma State University. He teaches undergraduate and graduate courses including Statics, Analysis I, Foundations, Timbers, Steel, Concrete, Steel II, Concrete II, Steel III, Concrete III, and in the Comprehensive Design Studio.

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biography

Khaled Mansy Oklahoma State University

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Khaled Mansy, PhD
Education
• Ph.D. in Architecture, with honors, Illinois Institute of Technology (IIT), 2001
• M.Sc. in Architectural Engineering, Helwan University, 1992
• B.Sc. in Architectural Engineering, Cairo University, 1984
Academic Experience
• Oklahoma State University, School of Architecture, Professor, faculty member since 2001
• Visiting Researcher, Illinois Institute of Technology 2012 (while on sabbatical leave from OSU)
Books Published
• Integrative Design, Building Systems for Architects and Architectural Engineers, 2016, Cognella Academic Publishing, San Diego, California, USA, ISBN # 978-1-63487-265-2
• Recommended Practice for Daylighting Buildings, 2013 (co-author), IESNA, New York, USA, ISNB # 978-0-87995-281-5
• Design Guidelines for Sustainable Biological Stations, 2010, Oklahoma Academy of Sciences, Stillwater, Oklahoma, USA, ISBN # 978-0-9843264-1-9 (online book)
Selected Conference Papers
• Mansy, Challenging Conventional Wisdom in the Age of Computing, ASES National Solar Conference, 2018, Boulder, Colorado, August 5-8, 2018
• Mansy, Energy performance within integrative design, barriers in academia, ASES National Solar Conference, 2017, Denver, Colorado 9-12 October, 2017
• Mansy, Daylight rules-of-thumb experimentally examined, ASEE 2017, Midwest Section Conference, Stillwater, Oklahoma, September 24-26, 2017
• Mansy & Bileha, A New Model for Code Compliance, Smart, Sustainable and Healthy Cities, CIB-MENA 2014, Abu Dhabi, UAE, December 14-16, 2014

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Abstract

Providing opportunities for students to interact on teams is increasingly being incorporated into engineering and architectural education, in part due to industry feedback that graduates should gain experience working on collaborative teams, particularly with students of other disciplines. Educators might incorporate industry collaborative organizational structures, but while there are some aspects of collaboration used in industry that faculty can incorporate, often those models are complicated by the need to achieve academic goals. The potential benefits of interdisciplinary teamwork include development of communication skills and the incorporation of and exploration of a multi-layered, more creative solution from different viewpoints, which need to be balanced with students’ acquiring and incorporating new material and carving time for assignments that demonstrate student outcomes for accreditation. As the College of Engineering, Architecture, and Technology at Oklahoma State University has strategically planned a shift toward an interdisciplinary senior design focus and dedicated extensive resources to achieve it, they are having to adjust previous course models. The paper will discuss the structure of one long-standing interdisciplinary architectural engineering senior design class within the college in the architecture department, called the Comprehensive Design Studio (AE-CDS), and compare it to developments of the last three semester of the newly developing engineering Interdisciplinary Senior Design projects (ISD) from the perspective of an architecture faculty member who has taught both courses. In examining these courses, some important characteristics regarding interdisciplinary team projects emerge. Structuring an environment to allow students ample time in a consistent meeting space for iteration and equal communication among all members is a difficult but impactful shift for any team project. Particular to interdisciplinary design work, regular commitment to mentorship by faculty with specialized expertise directly affects student learning and the quality of the solution, as does students’ previous experience with skills and teamwork. All of these factors impact departments, not only during senior design, but throughout its curriculum. ISD has made some relevant shifts toward AE-CDS, and interest in ISD in the college has dramatically increased over the past year.

Homer, J. M., & Beckstrom, J., & Spector, T. E., & Phillips, J. J., & Mansy, K. (2020, June), Interdisciplinary Design Project Teams: Structuring an Impactful Experience Paper presented at 2020 ASEE Virtual Annual Conference Content Access, Virtual On line . 10.18260/1-2--34862

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