Multidisciplinary Teaching: Engineering Course in Advanced Building Design

Dederichs, Anne; Karlshøj, Jan; Hertz, Kristian Dahl

doi:10.1061/(asce)ei.1943-5541.0000030

Cited by 17 publications

(15 citation statements)

References 6 publications

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“…Dederichs et al (2010) from Denmark investigated changes in collaboration over time as well as the function of trans-professionalism by characterizing the collaboration of professor and students during a course at the CE Department of Technical University, Denmark. Trans-professional practices are defined here as methods where specialists have deep insights in other specializations relevant for the overall process.…”

Section: With Novel Methodsmentioning

confidence: 99%

A review of tertiary BIM education for advanced engineering communication with visualization

2016

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Background: Today, the architectural, engineering, construction, and operation (AECO) industry is motivated to employ graduates educated about Building Information Modeling (BIM) tools, techniques, and processes, which help them to better integrate visualizations and data into their projects. In line with today's AECO industry necessities and government mandates, globally active BIM educationalists and researchers are designing BIM educational frameworks, curricula and courses. These educationalists and researchers are also generating solutions to the obstacles faced during integration of BIM education into tertiary education systems (TESs). However, BIM researchers have taken few efforts recently to provide an overview of the level of BIM education across the globe through review and analysis of the latest publications associated with BIM education in TESs. Hence, this study attempts to fill this gap by providing a review of the efforts of globally active educationalists and researchers to educate AECO students about BIM in the context of advanced engineering education with visualization. Method: In our study, an investigation of texts in the field of academic BIM education was conducted. Keywords such as "BIM education", "BIM curriculum", "BIM course", and "visualization in engineering education" were used to search for publications ranging from 2010 to the present day. Textual and content analysis were employed to arrange BIM-related qualitative textual data into similar sets of conceptual categories for the purpose of analyzing trends in today's global academic BIM education research. Results: This study generated six conceptual categories by arranging qualitative textual data from 70 collected BIM publications in order to build an understanding of active BIM educationalists and researchers efforts: (a) identifying needs for BIM in tertiary educational institutions (TEIs), (b) identifying essential BIM skillsets for BIM education, (c) developing BIM educational frameworks, (d) developing BIM curricula, (e) experimenting with BIM courses, and (f) developing strategies to overcome BIM educational issues. Through this process of review and analysis, current research gaps in academic BIM education across the globe are identified. Conclusion: This process of review and analysis of global BIM education research trends resulted in a conceptual categorization of BIM educationalists and researchers' efforts in TES. This categorization and review of the collected publications can serve as a knowledge base for: (a) identifying major issues involved in BIM education, (b) developing strategies to incorporate BIM into TES, and (c) developing BIM frameworks and curricula in the context of tertiary education, which can assist BIM educators with taking BIM education in TES to the next level for visualization in advanced engineering education. Through analyzing global BIM education research trends, this study also provides future research suggestions on academic BIM education across the globe. Furthermore, our analysi...

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Section: With Novel Methodsmentioning

confidence: 99%

A review of tertiary BIM education for advanced engineering communication with visualization

2016

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“…With the widespread impact and access of online forums such as Facebook and Twitter, a blend or hybrid of physical and virtual learning environments can further enhance teaching and student engagement and satisfaction, while attenuating geographic barriers to learning and understanding (Graham 2006;McCarthy 2010;Wu, Tennyson, and Hsia 2010). Applied learning approaches are being incorporated into curricula in a variety of fields, including health sciences (Ibrahim, House, and Levine 2001;Cashman and Seifer 2008;Florence and Behringer 2011) and architecture/engineering (Chan 180 Downloaded by [Georgetown University] at 06:15 27 December 201406:15 27 December et al 2002Dederichs, Karlshoj, and Hertz 2011). Geography has emerged as an interdisciplinary field that integrates cross cutting technologies with arts and sciences education (Murphy 2007;Taylor 2009), particularly with respect to studies of conservation and sustainability science (Jacobson and Robinson 1990;Turner 2002;Clark 2007;Nation 2008).…”

Section: Contemporary Interdisciplinary Educationmentioning

confidence: 97%

Collaborative Learning and Global Education: Human–Environment Interactions in the Galápagos Islands, Ecuador

Brewington¹,

Engie

Walsh

et al. 2013

Journal of Geography

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This article focuses on two innovative approaches to teaching human-environment interactions and international engagement in geography: (1) utilization of an agent-based model (ABM) at undergraduate levels to explicitly demonstrate complexity theories, and (2) implementation of a teaching experiment that connects students simultaneously enrolled in companion courses in North Carolina and in the Galápagos Islands through various multimedia and synthetic approaches to enrich a case study of conservation challenges to a World Heritage Site. Spatial simulation models are used to complement integrative geographic learning, to demand higher order skills of students and build critical thinking in college classes.

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“…• With teams, problems would arise initially due to a lack of full collaboration. Yet, as the project progressed the teams become more collaborative and problems decreased more quickly (Dederichs et al 2011). However, when goals diverged, so did the scores.…”

Section: Performance Of the Teammentioning

confidence: 99%

“…Similar survey development has been utilized in engineering education in the past (McGourty et al 1998), yet not in the same context of technology supported multidisciplinary teams with four distinct technical options. As such, specific and detailed feedback could then enable students to see their accumulated results, thus allowing them to learn from their past performance to motivate the team to improve through any necessary corrections (Dederichs et al 2011;Kluger and DeNisi 1996;Geister et al 2006).…”

Section: Advances In Engineering Educationmentioning

confidence: 99%

Survey Tools for Faculty to Quickly Assess Multidisciplinary Team Dyanmics in Capstone Courses

Solnosky¹,

Fairchild²

2017

2017 Fall AEE Journal

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Many engineering faculty have limited skills and/or assessment tools to evaluate team dynamics in multidisciplinary team-based capstone courses. Rapidly deployable tools are needed here to provide proactive feedback to teams to facilitate deeper learning. Two surveys were developed based on industrial and organizational psychology theories around desired high performance industry characteristics.A case study experiment was conducted in an architectural engineering capstone. Here, these surveys were deployed in conjunction with traditional qualitative verbal feedback and technical assessments.Results presented here suggest that capstone teams exhibit high-functioning attributes of effective teams based on the course formulation. Team dynamics evolved as the course progressed naturally and with the help of faculty based on the survey results. Discussions in this paper detail survey development, implementation, and sampled trends to represent how to use and interpret the survey output. Furthermore, best practices for implementing these ideas in other courses is touched on. Evidence is presented to support the surveys as a tool and to show correlations between the results and other technical assignments.

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Multidisciplinary Teaching: Engineering Course in Advanced Building Design

Cited by 17 publications

References 6 publications

A review of tertiary BIM education for advanced engineering communication with visualization

A review of tertiary BIM education for advanced engineering communication with visualization

Collaborative Learning and Global Education: Human–Environment Interactions in the Galápagos Islands, Ecuador

Survey Tools for Faculty to Quickly Assess Multidisciplinary Team Dyanmics in Capstone Courses

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