Sustainable Development Capstone Project: Collaboration between Architecture and Engineering Students
Notice bibliographique
Résumé
Abstract 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.
Récupéré en direct depuis OpenAlex et désinversé. Les résumés ne sont pas conservés dans cette base de données : les index inversés représentent 8,6 Go des 9,3 Go de texte de la base, et le serveur dispose de 13 Go libres.
Comment cette classification a été obtenuedéplier
Prédiction distillée sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Apprise à partir de 10 348 étiquettes directes de Codex et de 10 348 étiquettes directes de Gemma. Le mode candidate est l'union des têtes enseignantes seuillées; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont ni des étiquettes humaines ni des étiquettes directes de modèles de pointe.
Scores Codex et Gemma par catégorie
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,000 | 0,000 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,000 | 0,000 |
| Bibliométrie | 0,000 | 0,000 |
| Études des sciences et des technologies | 0,000 | 0,000 |
| Communication savante | 0,000 | 0,000 |
| Science ouverte | 0,000 | 0,000 |
| Intégrité de la recherche | 0,000 | 0,000 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,000 | 0,000 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
machine, non validéePrédiction automatique; un appel candidat d’une seule tête enseignante, pas un consensus.
Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».