Virtual On line
June 22, 2020
June 22, 2020
June 26, 2021
Design in Engineering Education
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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