An Evaluation of the Effects of Team Projects and Augmented Reality on Student Learning in Sustainable Building Science

Volume 8: Heat Transfer and Thermal Engineering ◽

10.1115/imece2019-11982 ◽

2019 ◽

Author(s):

Cheng-Xian Lin ◽

Nipesh Pradhananga ◽

Shahin Vassigh

Keyword(s):

Augmented Reality ◽

Student Learning ◽

Undergraduate Students ◽

Engineering Students ◽

Work Force ◽

Building Design ◽

Multidisciplinary Teams ◽

Building Science ◽

Sustainable Building ◽

Team Projects

Abstract Sustainable building design and construction involves complex systems that require multidisciplinary teams from engineering, construction, and architecture, to design and analyze the systems at every stage of the process during the building’s life cycle. However, students who are the future work force are often trained in different disciplines across different colleges. When these students are grouped together to work on the building design and analysis, learning in a multidisciplinary environment could be both beneficial and challenging due to the difference in their background. In this paper, we report our experience and analysis of data examining the learning effectiveness of the undergraduate students from three cross-college departments in architecture, construction, and engineering. Using pre- and post-semester tests on selected building science problems, we have investigated how the student’s understanding of building science had changed through team projects. Particularly, for mechanical engineering students in the design of thermal/fluid systems classes, we analyzed whether a cross-college multidisciplinary team could do better as compared to a disciplinary-specific team within the same class. We also examined the potential effects of emerging technology, augmented reality, on student learning in the same team environment. It was interesting to find that students’ learning in discipline-specific teams can be improved as in the multidisciplinary teams, due to the challenges in the complexity of the projects.

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The Role of Linked Building Data (LBD) in Aligning Augmented Reality (AR) with Sustainable Construction.

International Journal of Innovative Technology and Exploring Engineering - Special Issue ◽

10.35940/ijitee.f1074.0486s419 ◽

2019 ◽

Vol 8 (6S4) ◽

pp. 366-372

Keyword(s):

Augmented Reality ◽

Construction Industry ◽

Building Design ◽

Past Research ◽

Sustainable Construction ◽

Sustainable Building ◽

Domain Experts ◽

Design And Optimization ◽

Sustainable Environment ◽

Building Information

Over the years, the construction industry has been evolving to embrace the delicate balance between buildings and a sustainable environment by optimizing resource use to create greener and more energy efficient constructions. Sustainable building design and optimization is a highly iterative and complicated process. This is mainly attributed to the complex interaction between the different heterogenous but heuristic construction processes, building systems and workflows involved in achieving this goal. Augmented Reality (AR) has rapidly emerged as a revolutionary technology that could play a key role towards improving coordination of sustainable design processes. AR makes possible the real-time visualization of a threedimensional (3D) building prototype with linked design information in a real-world environment based on a twodimensional drawing. From past research, it is evident that this technology relies heavily on a common data environment (CDE) that syncs all construction processes with their related building information in one central model. However, due to the fragmented nature of the construction industry, different domain experts generate and exchange vast amounts of heterogenous information using different software tools outside a CDE. This paper therefore investigates the performance gap that exists within Malaysia’s construction industry towards using linked building data (LBD) with AR to improve the lifecycle sustainability of buildings. The results of this study clearly delineate how current construction practices in Malaysia do not favor the use of AR however, stakeholder perception is positive towards adoption of workflows that link heterogenous building data to streamline AR with sustainable building design and construction.

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UNIVERSITY AND COMMUNITY COLLEGE STUDENTS CAN SHARE A LEARNING EXPERIENCE

Proceedings of the Canadian Engineering Education Association (CEEA) ◽

10.24908/pceea.v0i0.3900 ◽

2011 ◽

Author(s):

Barrie Jackson ◽

Dale Dilamarter ◽

Peter Spasov

Keyword(s):

Engineering Students ◽

Learning Experience ◽

Multidisciplinary Teams ◽

Engineering Technology ◽

Technology Students ◽

Team Projects ◽

Student Teams ◽

Queen's University ◽

Team Student ◽

The University

This paper describes a pilot collaboration between Queen’s University and Sir Sandford Fleming College of Applied Arts and Technology in Peterborough Ontario. Since 1994 Queen’s has offered projects where students learn by solving problems for fee paying industrial clients. Known as Technology Engineering and Management (TEAM) student participants form multidisciplinary teams to consult for business clients. In addition to engineering students, commerce and arts students have often participated in the teams. In the Applied Projects program at Fleming College, third year engineering technology student teams solve problems for enterprise sponsors. A pilot group of engineering technology students from Fleming College worked with students in two Queen’s University TEAM projects. In industrial practice, engineers and engineering technologists often collaborate on solving problems. This collaboration rarely occurs in an educational setting. In the 2002-2003 academic year the pilot exercise simulated the professional working relationship between engineers and technologists. This paper gives a description of the experience and the motivation to undertake this unique collaboration. The most important aspect of the presentation is a critical assessment of the University/College collaboration -- what worked, what problems arose, and what improvements are suggested.

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Teaching Multidisciplinary Teams Requirements for Undergraduate Students: an Approach to Augmented Reality Software in Design Thinking Context

2018 IEEE Frontiers in Education Conference (FIE) ◽

10.1109/fie.2018.8658529 ◽

2018 ◽

Cited By ~ 1

Author(s):

Eduarda Maganha de Almeida ◽

Eduardo Filgueiras Damasceno ◽

Alexandre L'Erario

Keyword(s):

Augmented Reality ◽

Undergraduate Students ◽

Design Thinking ◽

Multidisciplinary Teams

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Workforce Development for Global Aircraft Design

Volume 1: Advances in Aerospace Technology; Energy Water Nexus; Globalization of Engineering; Posters ◽

10.1115/imece2011-62273 ◽

2011 ◽

Author(s):

Jean Koster ◽

Ewald Kraemer ◽

Claus-Dieter Munz ◽

Dries Verstraete ◽

K. C. Wong ◽

...

Keyword(s):

Workforce Development ◽

Undergraduate Students ◽

Systems Engineering ◽

Engineering Students ◽

Opportunity To Learn ◽

Aircraft Design ◽

Multidisciplinary Teams ◽

Long Distance ◽

University Of Colorado ◽

The University

A delocalized international team of Graduate and Undergraduate students conceive, design, implement, and operate a 3 meter wingspan aircraft with the intent to investigate numerous new ‘green’ aircraft technologies. The project, known as Hyperion, teaches essential systems engineering skills through long-distance design collaborations with multidisciplinary teams of engineering students located around the world. Project partners are the University of Colorado at Boulder, USA, the University of Sydney, Australia, and the University of Stuttgart, Germany. The teams on three continents are distributed 8 hours apart; students can relay select work daily so that progress can “Follow The Sun (FTS).” As a result three workdays are packaged in one 24 hour period. The student teams operate as a single, independent entity; structuring themselves as a simulated industry operation. Thus, project management and systems engineering principles are learned through a real-world design and deliver experience. The project also teaches delocalized manufacturing: select components are manufactured by each team and integrated both in Stuttgart and Colorado, giving the students an opportunity to learn multifaceted design for manufacturing. The project incubated many problems which lead to mitigation techniques for global collaboration as well as generating a better educated workforce to enter modern industry.

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Emotional Intelligence and Undergraduate Engineering Students

10.25219/epoj.2017.00106 ◽

2017 ◽

Vol 7 (1) ◽

Author(s):

Charles Skipper ◽

Lindsay Greenlee ◽

Jannette Finch ◽

Kaitlin Marley

Keyword(s):

Emotional Intelligence ◽

Undergraduate Students ◽

Work Experience ◽

Engineering Students ◽

Demographic Data ◽

Multidisciplinary Teams ◽

Computer Engineering ◽

Senior Year ◽

Undergraduate Engineering ◽

The Impact

Engineers in construction and manufacturing are expected to be able to work with and lead diverse, multidisciplinary teams. Engineering students entering the workforce must be not only technically competent, but also possess skills in working with other people. These traits are frequently lacking with newly graduated engineering students due to the highly technical focus of their curriculum. The opportunity to develop Emotional Intelligence skills is limited. This research proposed that Civil and Environmental Engineering (CEE) undergraduate students may possess a higher level of Emotional Intelligence than Electrical and Computer Engineering (ECE) undergraduate students. The research also proposed that if differences were observed, that causal influences could be identified. Undergraduate engineering students at The Citadel completed The TalentSmart Emotional Intelligence Appraisal® along with demographic data and a variety of questions regarding their undergraduate experience. This research included freshman and senior students in Civil and Environmental (CEE) and Electrical and Computer Engineering (ECE) at The Citadel. These surveys suggested that undergraduate engineering students increase their EI score as they advance from Freshman to Senior year. The surveys also suggest that Electrical and Computer Engineering (ECE) Majors do not advance in their EI scores from Freshman to Senior year as well as Civil and Environmental (CEE) majors. A positive connection was established between work experience and the impact on higher levels of EI. A positive correlation for growth in EI score was also demonstrated for students who attended high schools with smaller graduating classes. Based on the results of this research, the paper proposes CEE and ECE faculty place increased emphasis on encouraging students to pursue summer jobs, internships, and similar extracurricular programs. Both CEE and ECE faculty should evaluate their curriculum with an eye towards inculcating learning opportunities for EI into course work. Additionally, faculty and admission officials should give at least equal consideration to admitting students who graduate from smaller schools that may offer less college prep courses that may appeal to admissions officials

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RELATIONAL LEADERSHIP IN DESIGN PROJECTS

Proceedings of the Canadian Engineering Education Association (CEEA) ◽

10.24908/pceea.v0i0.10359 ◽

2018 ◽

Author(s):

Claudia Bennett ◽

Minha R. Ha

Keyword(s):

Undergraduate Students ◽

Mechanical Engineering ◽

Engineering Students ◽

Interpersonal Relationship ◽

Relational Leadership ◽

Self Assessment ◽

Team Members ◽

Team Projects ◽

New Research ◽

Relational Skills

Abstract – As a continuation of previous research pertaining to the self-assessed effectiveness in various interpersonal aspects by undergraduate Mechanical Engineering students as the Lassonde School of Engineering, the authors present in this paper, the findings of new research elaborating upon areas of concern surmised from the prior study. Motivation for this new research stems from the previous data relating to interpersonal and team relational skills inadequacies and the experiences of this paper, the authors present the findings of new research continue upon previous research pertaining to undergraduate students in Mechanical Engineering program self-assessment of effectiveness. The main objective of this paper is to present upon the common challenges of design team projects according to students, and the influence (or relation) effective and/or ineffective interpersonal relationship skills have upon those challenges. Results from this investigation indicates that human-related challenges experienced in team projects stem largely from ineffective manipulation of communication and relational skills and the various facets of team dynamics directly and indirectly affected by them. Additionally, research indicated that females team members had more gendered experiences with their teams. The author found there to be correlations between the negative female experiences and ineffective relational / interpersonal skills.

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