University of Alaska Anchorage

What value does a real-world project bring to students?

Real-world projects with an identified and participating client provides students with a sense of purpose (their efforts could actually assist in helping their community); professional communication experience with clients, superiors (mentors) and peers; and discovery of non-engineering related considerations and restrictions (such as the need for windows).

How do you decide which projects to work on?

A call to the community for projects normally results in more proposals than can be tackled. The initial list is culled by the lead capstone instructor with the aim of providing a group of projects that balance disciplines, size, client types, locations, and community interest. This group of projects is then presented to the students, who apply to work on projects that most interest them. The most popular projects are then chosen to be completed.

How did this project prepare students for professional practice?

This project provided students with a realistic design-office experience. They had to develop creative solutions that were both structurally sound, code-compliant, economical, constructible, and aesthetic. They did this while also learning and experiencing the project management and client relationship sides of professional practice—creating professional deliverables of appropriate scope within the timeline provided.

What advice do you have for other programs wanting to add similar collaborative projects to their curriculum?

I highly recommend identifying separate individuals as the client and professional mentor, even if they are from the same firm or agency. The professional mentor functions similar to the way a senior engineer from the students’ firm would—providing direction, assistance, and advice. It is helpful, and less confusing, if there is a different person that acts as client to provide the scope and requested deliverables for the project. It also allows different professional communication styles to develop, the more formal relationship with the client, and a more casual interaction with the mentor.

What did you like best about participating in this project?

I found the most fulfilling aspect of the project to be collaborating with the team. The team’s energy played a major role in how successful our project came out. Additionally, I gained very valuable insight into the responsibilities and challenges associated with the project engineer role.

What did you learn?

It is truly important to recognize that the professional role doesn’t necessarily mean you have knowledge on everything. Rather, it truly means that you have the capability to process what is occurring, how to find a solution, and to implement it in a professional manner.

How did the participation of professional engineers improve the experience?

The participation of professional engineers provided valuable insights into the practical aspects of engineering. They emphasized the importance of problem-solving and the process of finding solutions, whether through quick or more extensive approaches. They also highlighted the significance of effective communication in the engineering field.

What do you think the engineers learned from working with students on this project?

In my personal experience, I believe that professional engineers gained a deeper understanding of the work habits of new college students, whether professionally or for personal interest. There is a notable distinction between traditional and contemporary approaches. It has been noted that we are constantly evolving and adapting, whether in the engineering field or in our general work environment. This is why I believe it’s really important for the older generations to work alongside the younger generations.

Why did you get involved with the project?

This was a great opportunity to work with UAA students on real-world designs. Housing being a big problem for our town, finding cheaper, easier ways to approve new construction was important. It was also a great way for the students to see the direct impact their work can have on a community.

How did you assist the students in the project?

I was the client for the project, so I’d set the parameters for the assignment and the final deliverables.

What did you learn from working with the students?

I learned that project schedules will always shift no matter who is doing the work. I learned as well that the students had a great interest in being able to help the community. I look forward to one of these designs being built and the students getting to see their work in real life.

What did you want students to learn from working with you?

I wanted them to learn a bit about building plan packages including drawings and calculations to support their work. I also wanted them to see some of the city jurisdiction constraints of design to meet not just the client’s needs but also the requirements of the code.

Why did you get involved with the project?

Seth Anderson (structural Engineer) recommended me as a mentor.

How did you assist the students in the project?

I discussed the scope and design challenges with them, and we reviewed several examples of ADUs including one that I designed. I reviewed their designs and made suggestions to improve the livability and build ability of their spaces.

What did you learn from working with the students?

I was reminded of how much early designers rely on their life experiences to solve a problem. If you’ve never raised a family in a small house, or maybe even lived in your own home yet, how do you know the most efficient or delightful way to lay it out?  I was also reminded of the different perspectives that men and women bring to a design project.

What did you want students to learn from working with you?

I want them to design beyond the code minimums. Safety is very important, but as is daylight, scale, and proportion.