June 15, 2019
June 15, 2019
June 19, 2019
The architecture, engineering and construction (AEC) industry has become more complex, requiring changes in both design and construction processes and demanding more collaboration among all the stakeholders. Four concepts and processes are carrying out an important role in order to manage this increased complexity: building information modeling (BIM), integrated project delivery (IPD), lean construction (LC), and sustainable construction. These processes and concepts are benefiting the AEC industry, but they also pose a challenge for the industry as they require a high degree of teamworking collaboration in a highly fragmented industry. Enhancing collaboration in the AEC industry highly depends on changes on the education of AEC professionals to provide an educational venue for students to experience collaborative learning and develop the required professional culture and skills. The best way for AEC education institutions to promote students’ professional identity is disseminating cross-disciplinary collaborative courses, projects, assignments and even competitions that simulates real-word experiences. By using [removed for blind review] Team’s experience in the 2018 RTZ competition as a case study, this paper provides insight into the interdisciplinary collaboration experience of designing a zero-energy building (ZEB) and identifies perceived benefits and challenges for the students engaged in the competition. Complementing the report of the team's experience at the 2018 RTZ, this study emphasizes the importance of teamwork collaboration in the present context of the AEC industry while drawing upon concepts of sustainable construction. The work on the competition lasted for 6 months during the 2017-18 academic year, and students’ skills to work collaboratively were tested through this experience. The study encompasses data collected from three methods: a survey with all the 8 students, interviews with the faculty leader and the student team leader, and the reflections of two of the authors of this paper based on their own experiences and observations as participants in the 2018 RTZ competition team. Three categories emerged from the data and background literature analyzed: teamwork, education and knowledge, skills, and abilities (KSA). Teamwork category cluster the following themes: (a) teamwork quality (TWQ), (b) teamwork in sustainable construction. Education category cluster the following themes: (a) interdisciplinary teamwork in the university, (b) student competitions benefits and challenges. KSA category cluster the following themes: (a) experience in the field, (b) skills required for interdisciplinary teamwork, (c) KSA benefits and challenges. In terms of teamwork, participants acknowledged their overall performance as good. As for education, all the participants emphasized the great learning opportunity presented by student competitions, but they also commented on some challenges resulting of it. Half of them evaluated that their courses do not encourage interdisciplinary collaborative work. Regarding KSA, all the students affirmed they felt prepared to engage in the 2018 Race to Zero competition. Considering KSA benefits and challenges, most of the participants acknowledged the improvement of their personal KSA because of their participation in competition.
Gusmao Brissi, S., & Debs, L., & Watanabe, M. (2019, June), Sustainable Design Experience: The Race to Zero Competition Paper presented at 2019 ASEE Annual Conference & Exposition , Tampa, Florida. 10.18260/1-2--33331
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