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Simulating The Collaborative Design Process Through A Multidisciplinary Capstone Project

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2010 Annual Conference & Exposition


Louisville, Kentucky

Publication Date

June 20, 2010

Start Date

June 20, 2010

End Date

June 23, 2010



Conference Session

Collaborative Projects in Architectural Engineering Education

Tagged Division


Page Count


Page Numbers

15.1066.1 - 15.1066.17



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Paper Authors


Charlie Setterfield Sinclair Community College

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Charlie Setterfield is an Assistant Professor of Architectural Technology. B.A. Wittenberg University, M.Arch Ohio State University. With more than 18 years experience in the architectural and construction industries, including responsibilities in all aspects of architectural project delivery and construction management, Mr. Setterfield brings real-world experience to the classroom. Setterfield’s courses focus on materials and means of construction, construction document preparation, “green building”, professional practice and building codes. As a sole proprietor, Setterfield provided residential design services, specializing in timber framing and environmental responsibility. As a Plans Examiner, Setterfield balanced building code requirements with real-life owner and contractor concerns.

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Eric Dunn Sinclair Community College

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Eric Dunn is an associate professor in the Civil Engineering and Architectural Technologies department at Sinclair Community College. He has a masters degree in project management from Wright State University in Dayton, Ohio. He specializes in teaching construction management, cost estimating, means of construction and various CAD software packages. Dunn’s professional experiences include on site construction management, facilities management and as an estimator for a design/build firm. He is an affiliate professor for Project Lead the Way which introduces high school students to various disciplines of engineering.

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Russell Marcks Sinclair Community College

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Russ Marcks is a Professor in the Heating Ventilation and Air Conditioning Department at Sinclair Community College in Dayton, OH.

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NOTE: The first page of text has been automatically extracted and included below in lieu of an abstract

Simulating the Collaborative Design Process Through a Multidisciplinary Capstone Project Abstract

This paper highlights the results of a newly redesigned capstone course, incorporating objectives and priorities as defined by the department’s various discipline-specific advisory boards. Six technology disciplines (Architecture, Civil Engineering, Construction Management, HVACR, Environmental and Mechanical) worked together to research, design and document a highly energy efficient building. Three student teams were formed, providing very different solutions to the design challenge. The focal point of this paper is to summarize the simulation of workforce dynamics and how to work more closely with advisory board members.

An important aspect of the assignment was Integrated Project Delivery (IPD), requiring students of diverse disciplines to work together to formulate a feasible solution. Professors worked with students to foster a sense of community that allowed cross-disciplinary collaboration, including hosting a visiting lecturer who specializes in IPD who worked with both faculty and students prior to the start of the project. Technology allowing for group communication was employed by the teams and monitored by faculty throughout the course.

Building Information Modeling (BIM) was a cornerstone of the challenge, driving students to explore new technologies of modeling and construction. Autodesk’s Revit, a component-driven building modeling program, was the design software of choice. Revit models were coupled with energy analysis, estimating, rendering, and other design programs. A designated server on campus was established to allow for work sharing and information management.

While students used technology specific to their disciplines, information and decisions were compiled to allow access by the team and client. The project guidelines mandated the inclusion of green technologies, including renewable energy. Net Zero Energy, which requires designers to balance a building’s energy consumption with its ability to generate power, required team’s diligence in their IPD effort.

Layering on top of the various discipline-specific and IPD priorities was a goal to explore the pedagogy of technology. Students matriculating in the current technological environment face significant impact on their productivity, communication and research activities as a result of technology, some positive and some negative. As a result, a goal was to explore the use of technology and pedagogical theory to help guide the capstone effort.

Setterfield, C., & Dunn, E., & Marcks, R. (2010, June), Simulating The Collaborative Design Process Through A Multidisciplinary Capstone Project Paper presented at 2010 Annual Conference & Exposition, Louisville, Kentucky. 10.18260/1-2--16593

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