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McCrum, Daniel
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McCrum, Daniel
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McCrum, Daniel
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- PublicationDeveloping interdisciplinary understanding and dialogue between Engineering and Architectural students: design and evaluation of a problem-based learning moduleEngineers and Architects require effective communication and interdisciplinary team working to be successful throughout their career which, is often overlooked during formal undergraduate education. The purpose of this paper is to disseminate the novel design and evaluation of a module on communication and interdisciplinary team working in the combined teaching of undergraduate Engineering and Architecture students. An Interdisciplinary Problem Based Learning (IPBL) approach is used and the theoretical construct for this work is the application of dialogical theory to the shared habitus between engineers and architects. The constructivist theory of learning was employed in the design and delivery of this module. It is an action research pedagogical intervention to support the improvement in the teaching and learning of communications and teamwork between architects and engineers. Feedback shows students identified improvement in their communication and teamwork skills at the end of the module.
339Scopus© Citations 8 - PublicationAligning Learning Outcomes to Improve Communication and Learning Skills in an Interdisciplinary Problem-Based Learning EnvironmentEngineers require the skill of effective communication and interaction with architects to be successful throughout their professional career. While the relationship between architects and structural engineers develops during their professional career, it is often overlooked during their undergraduate education. This paper presents learning strategies to improve the communication between engineering and architecture students as well as the awareness of the others’ profession. The strategy of aligning learning outcomes to develop communication skills and prevent reproductive learning are applied in four continuous assessment problem-based learning (PBL) submissions. The strategies were applied in the experimental setting of a Stage 1 undergraduate module jointly offered to architecture and general entry engineering students at the School of Civil Engineering, University College Dublin. Results from surveys showed the students enjoyed the module and had a high level of understanding of the other profession at the end of the module. The students identified an improvement in their own communication skills as a result of the module.
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