June 26, 2011
June 26, 2011
June 29, 2011
Design in Engineering Education
22.1360.1 - 22.1360.9
Sustainable Development Capstone Project: Collaboration between Architecture and Engineering StudentsThe ING4901 – Sustainable Development Capstone Project course is a six-creditpluridisciplinary project course offered in a fifteen-week term to students from alldisciplines in their final undergraduate year at École Polytechnique de Montréal. Thecourse is given since 2008. For the third delivery of the course, in the fall of 2009, anagreement with the École d'architecture of the Université de Montréal was established,and students of the École d'architecture registered in the final-year undergraduateworkshop were integrated to pluridisciplinary teams of Engineering students. AnArchitecture teacher also joined the teaching team to supervise the Architecture students.Students work in pluridisciplinary teams on a real sustainable development project,structured around a sustainable building, that involves water and wastewater treatment,local energy production, and the impact of the geographic location of the building ontransportation. At the time of this writing, the course is being offered for the fifth time,and it is the second time Architecture students can register for the course.This experience is very enriching, both for the students and the teachers; however itpresents considerable challenges. Indeed, all students (in Architecture and Engineering)are working in a pluridisciplinary context for the first time. They are encouraged to workon an integrated process design, and special attention is paid to teamwork andcollaboration between the disciplines involved. The students must propose a building thatintegrates mechanical, electrical, structural, and architectural systems. After the firstcourse delivery integrating Architecture students, adjustments were made to improve thecourse and the interaction between all disciplines involved in the project, specificallybetween students in Civil Engineering and Architecture. Nevertheless, integration of thedisciplines remains an important complexity factor of this course. Another importantcomplexity factor is time. Architecture students need to propose an architectural conceptvery early in the session to enable the other disciplines to move forward and complete theproject in fifteen weeks. Teachers also have an additional challenge, namely assessmentof the work. This is because it is essential to make differentiated assessments formembers of a team, since their work load is not distributed equally over time. Lastly,there are significant logistical problems. Even though the École Polytechnique and theÉcole d’architecture are both part of the Université de Montréal campus, course terms donot start and end at the same time, and the school breaks are one week apart. The courseprogram needs to be adjusted in consideration of this, to ensure there is minimal impacton the students.Course organization, learning activities, and strategies put in place to encourageintegrated process design and collaboration between Architecture and Engineeringstudents will be presented, as well as a report on the two course deliveries integratingstudents in Architecture.
Desjardins, A., & Millette, L., & Plasse, M., & Belanger, E. (2011, June), Sustainable Development Capstone Project: Collaboration between Architecture and Engineering Students Paper presented at 2011 ASEE Annual Conference & Exposition, Vancouver, BC. https://peer.asee.org/18456
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