Skip to content
News

Person: Carrie Sturts Dossick

Messy Work in Virtual Worlds: Exploring Discovery and Synthesis in Virtual Teams

Dossick, Carrie Sturts(1). (2014). Messy Work in Virtual Worlds: Exploring Discovery and Synthesis in Virtual Teams. Lecture Notes In Computer Science (including Subseries Lecture Notes In Artificial Intelligence And Lecture Notes In Bioinformatics), 8683, 134 – 142.

View Publication

Abstract

The challenges of engineering team collaboration—establishing trust, fostering productive informal communication, cultivating knowledge exchange—are often exacerbated in virtual teams by geographical separation as well as team members’ cultural and linguistic differences. Researchers have observed that powerful collaboration in collocated teams is supported by shared visualizations with which the team engages in informal, flexible and active ways. In studying virtual team interactions in a virtual world known as the CyberGRID, we see that just as with AEC collocated teams, shared visualizations were instrumental for the teams as they define, understand, and generate knowledge when working on interrelated tasks. Emerging from this analysis is an empirically supported theory that while avatar-model interaction supports mutual discovery, more messy interactions of brainstorming, knowledge exchange and synthesis requires flexible, active, and informal shared visualizations. © Springer International Publishing Switzerland 2014.

Keywords

Communication; Flow Visualization; Information Technology; Knowledge Management; Visualization; Building Information Model; Bim; Collaboration; Geographical Separation; Global Virtual Teams; Informal Communication; Linguistic Differences; Virtual Team Interactions; Virtual Worlds

Messy Talk in Virtual Teams: Achieving Knowledge Synthesis through Shared Visualizations

Dossick, Carrie Sturts; Anderson, Anne; Azari, Rahman; Iorio, Josh; Neff, Gina; Taylor, John E. (2015). Messy Talk in Virtual Teams: Achieving Knowledge Synthesis through Shared Visualizations. Journal Of Management In Engineering, 31(1).

View Publication

Abstract

Engineering teams collaborating in virtual environments face many technical, social, and cultural challenges. In this paper we focus on distributed teams making joint unanticipated discoveries in virtual environments. We operationalize a definition of messy talk as a process in which teams mutually discover issues, critically engage in clarifying and finding solutions to the discovered issues, exchange their knowledge, and resolve the issue. Can globally distributed teams use messy talk via virtual communication technology? We analyzed the interactions of four distributed student teams collaborating on a complex design and planning project using building information models (BIMs) and the cyber-enabled global research infrastructure for design (CyberGRID), a virtual world specifically developed for collaborative work. Their interactions exhibited all four elements of messy talk, even though resolution was the least common. Virtual worlds support real-time joint problem solving by (1)providing affordances for talk mediated by shared visualizations, (2)supporting team perceptions of building information models that are mutable, and (3)allowing transformations of those models while people were together in real time. Our findings suggest that distributed team collaboration requires technologies that support messy talkand iterative trial and errorfor complex multidimensional problems. (C) 2014 American Society of Civil Engineers.

Keywords

Buildings (structures); Data Visualisation; Design; Grid Computing; Groupware; Knowledge Management; Structural Engineering Computing; Team Working; Virtual Manufacturing; Virtual Reality; Virtual Teams; Knowledge Synthesis; Engineering Teams Collaboration; Virtual Environments; Technical Challenges; Social Challenges; Cultural Challenges; Distributed Teams Making; Messy Talk; Knowledge Exchange; Globally Distributed Teams; Virtual Communication Technology; Distributed Student Teams; Design And Planning Project; Building Information Models; Bim; Cyber-enabled Global Research Infrastructure; Cybergrid; Virtual World; Collaborative Work; Team Perceptions; Iterative Trial And Error; Complex Multidimensional Problems; Visual Representations; Construction; Technology; Implementation; Collaboration; Communication; Teamwork; Digital Techniques; Knowledge-based Systems

BIM Curriculum Design in Architecture, Engineering, and Construction Education: A Systematic Review

Abdirad, Hamid; Dossick, Carrie S. (2016). BIM Curriculum Design in Architecture, Engineering, and Construction Education: A Systematic Review. Journal Of Information Technology In Construction, 21, 250 – 271.

Abstract

In the past several years, Building Information Modeling (BIM) adoption has grown significantly in the architecture, engineering, and construction (AEC) industry. In response to this trend, the industry and academia realized that BIM education in university curricula is an important requirement for satisfying educational demands of the industry, and a notable body of research has reported strategies AEC programs implemented to incorporate BIM in their curricula. However, no study has comprehensively reviewed and synthesized the research on sfrategies adopted by educators. To bridge this gap in the literature, this paper presents a systematic review of research on BIM curriculum design in AEC education. The authors report on the trends of research on BIM curriculum design (e.g. methods, timelines, and contexts) as well as a synthesis of implemented pedagogical strategies with detailed discussions on their implications and effectiveness across different studies and contexts. These strategies address a variety of important pedagogical issues such as enrolment of students, optional or required BIM use, important competencies and skills, tutoring methods, industry engagement, designing assignments, and assessment methods and criteria. This synthesis shows that designing pedagogical sfrategies for BIM education is complex and challenging, and AEC programs need to make trade-offs between advantages and disadvantages associated with these strategies. The results also highlight the need for more diverse research designs and settings to bridge the gaps identified in BIM curriculum research to date. Finally, the authors present a literature-based framework of BIM curriculum design sfrategies as well as a set of recommendations that can be used BIM educators and researchers as a guide for designing or assessing their BIM curricula in future research.

Keywords

Bridges; Curricula; Economic And Social Effects; Education; Information Theory; Personnel Training; Reviews; Students; Architecture; Engineering; And Constructions; Building Information Model; Bim; Curriculum Designs; Pedagogical Issues; Pedagogical Strategies; Research Designs; Systematic Review; University Curricula; Industry; Management; Building Information Modeling; Training; Curriculum; Review

The Impact of Avatars, Social Norms and Copresence on the Collaboration Effectiveness of AEC Virtual Teams

Anderson, Anne; Dossick, Carrie Sturts; Iorio, Josh; Taylor, John E. (2017). The Impact of Avatars, Social Norms and Copresence on the Collaboration Effectiveness of AEC Virtual Teams. Journal Of Information Technology In Construction, 22, 287 – 304.

Abstract

A growing number of architecture, engineering, and construction (AEC) firms are outsourcing complex design and construction work to international vendors. Due to the significant geographic distances that can separate project team members in global design networks, much of this work is executed in virtual teams, defined as teams composed of geographically separated members who collaborate to accomplish organizational tasks mediated by technology. The challenges of working in geographically distributed networks have prompted the development of alternative, virtual workspaces. Questions remain on how these virtual workspaces support or hinder collaborative work. People are social beings that rely on body language and other non-verbal cues to communicate. What happens to team formation and collaborative effectiveness when non-verbal cues are mediated through avatar actions? In this paper, qualitative ethnographic data collected over four years from studies conducted in a 3D virtual world are used to examine collaboration effectiveness of global virtual engineering project teams. We found that avatar movement and position was effective at communicating nonverbal information, even when done so unintentionally. Avatar actions that map to established social norms in the physical world results in more efficient communication. Collaboration was also enhanced when gesture bubbles were used for backchannel communication and when text chat was used to avoid interrupting voice communication. We found collaboration was hindered when the learning curve was too steep for participants to adapt to tool use or avatar actions in the environment. These findings have important implications for the future of collaboration in virtual environments, particularly in the AEC industry where 3D models can be imported into the virtual environment and explored synchronously by a project team.

Keywords

Architectural Design; Human Resource Management; International Trade; Bim Coordination; Collaboration Technology; Distributed Teams; Social Norm; Virtual Worlds; Communication; Design; Technology; Dimensions; Teamwork; Behavior; Collaboration Technologies; Social Norms

College of Built Environments’ unique Inspire Fund aims to foster research momentum in underfunded pursuits college-wide. And it’s working.

Launching the Inspire Fund: An early step for CBE’s Office of Research “For a small college, CBE has a broad range of research paradigms, from history and arts, to social science and engineering.” — Carrie Sturts Dossick, Associate Dean of Research Upon taking on the role of Associate Dean of Research, Carrie Sturts Dossick, professor in the Department of Construction Management, undertook listening sessions to learn about the research needs of faculty, staff and students across the College of Built…

PhD in the Built Environment

The College of Built Environments consists of five departments that together provide one of the country’s few comprehensive built environment programs within one academic unit: Architecture, Construction Management, Landscape Architecture, Real Estate, and Urban Design and Planning. Together, this combination of departments enable faculty and students to engage almost the entire development process, from economic and environmental planning, real estate, regulatory processes, siting and design, through actual financing and construction, to facility management and adaptive reuse in subsequent stages. Thus, the college is inherently multi-disciplinary, not only in terms of the dimensions of reality that it treats, but also in regard to the specialized disciplines, methods, and practices that it employs: history, theory, cultural criticism, engineering, design, planning, urban design, energy sciences, acoustics, lighting, environmental psychology, ecology, real estate analysis, statistics, management, horticulture, soil science, law, public policy, and ethics. In addition, because of the College’s focus on comprehensive analysis and practice concerning the built environment and its interrelation with society, it is substantially engaged in interdisciplinary work with other units on campus and outside of the campus, including mechanical, civil, and electrical engineering; with public policy and the health sciences; with art and art history; with textual interpretation in the humanities; with many of the computing and digitization activities that range from digital arts to the information school and technical communications; with education and social studies and services; with sustainability and ecological programs, including urban ecology, geography, the College of Forest Resources (especially urban horticulture and urban forestry), and Ocean Science and Fisheries; with environmental and land use law.

The College’s interdisciplinary character is a good fit with the emerging trends in today’s complex world, where only a pluralistic and collaborative approach will generate the necessary learning and teaching, research, and service. If we are to provide, in the end, both disciplinary and professional means to promote environmental well-being, the diverse environmental specializations must be fully integrated. Thus, working outside traditional disciplinary and departmental categories, the College’s faculty will advance solutions to problems that demand interdisciplinary perspectives and expertise. Other UW units bring much to bear on the built environment and students are wholeheartedly encouraged to explore possible cross-campus connections both in obvious and seemingly unlikely places. The Technology and Project Design/Delivery specialization especially connects with Psychology, the Information School, Technical Communication, Computer Science and Engineering, and Industrial Engineering; the Sustainable Systems and Prototypes field with Civil Engineering, Electrical Engineering, Industrial Engineering, Mechanical Engineering, the Information School, Technical Communication, the College of Forest Resources (especially Eco-System Science and Conservation, Urban Horticulture and Urban Forestry), the Evans School of Public Affairs, Geography, Public Health, Ocean Science and Fisheries, and Social Work, Urban Ecology, and perhaps Advanced Materials and Manufacturing Processes and Nanotechnology; the area of History, Theory, and Representation with Textual Studies, Art History, Interdisciplinary Arts & Sciences at Tacoma, and Comparative History of Ideas.

Applied Research Consortium

The Applied Research Consortium (ARC) is rooted in the idea that collaboration across academia and industry will accelerate progress in our fields. ARC brings together an interdisciplinary group of built environment firms with faculty experts and graduate student researchers at the University of Washington’s College of Built Environments (CBE) to address the most vexing challenges that firms face today. The next generation of practitioners and scholars apply their creativity and knowledge of the latest scholarship and practices, accelerating progress and preparing for future work at the leading edge of our fields.

Through the ARC initiative, built environment firms with a presence in the Seattle area partner with College of Built Environments graduate students and faculty for research that is targeted at the specific needs of the firms. Firms work with faculty to shape research priorities for the consortium based on their needs and the latest research in our fields. ARC then matches graduate student fellows with firms for multi-quarter applied research projects that directly relate to the firms’ current work. Faculty mentors and supervisors at firms work with the fellows, contributing to their academic and professional development in the program and ensuring that the projects fit with longer term research goals.

The unique set of fields under the College of Built Environments umbrella—architecture, construction management, landscape architecture, real estate, and urban design and planning—allows ARC projects to leverage creative, interdisciplinary approaches to the most vexing problems that firms–and the disciplines themselves–face today.

ARC builds on CBE’s prioritization of equity and diversity, thus ensuring that the next generation of built environments practitioners and scholars bring the broadest possible range of perspectives and experiences to their work.

 

Center for Education and Research in Construction

The Center for Education and Research in Construction (CERC) is a locus of research, scholarship and discovery in the University of Washington’s Department of Construction Management and allied disciplines of architecture, engineering and real estate. Focused on the people and practices of a dynamic, innovative construction industry, CERC develops new concepts and innovative solutions as well as improves methodologies for design, construction and operations. 

With labs focused on Safety and Health, Project Delivery and Management, Virtual Design and Construction, Infrastructure Development, and Sustainable Built Environments, the CERC faculty are not only experts and researchers in a wide array of topics, but also lead the field in translating that expertise into excellent construction education practices and pedagogy to train tomorrow’s construction professionals.

CERC develops and delivers continuing education for professionals within the built environment disciplines. Examples of past and ongoing partnerships include those with Skanska and the National Electrical Contractors Association. In addition, the Center supports the Department of Construction Management (CM) by hosting meetings of the program’s advisory council (CIAC), graduate and undergraduate classes, and teaching laboratories.  

With generous support from the local construction industry, the Department of Construction Management took on an ambitious project to develop a research and education center at the old naval base at Sand Point located in Magnuson Park, Seattle, WA near the University of Washington’s main campus. The facility features more than 25,000 square feet of space on two levels, providing a home for the Center for Education and Research in Construction.

Labs associated with CERC include:

  • PDM Lab
  • LCR Lab
  • ESC Lab
  • CTOP Lab
  • SHARE Lab

CTOP Lab supports the Internet of Things (IoT) project, studying devices which are increasingly a standard component of buildings. As these sensors are connected to the internet and networked to building technology (such as heating and lights), they introduce potential security vulnerabilities. Although technical solutions exist to counter security issues, implementation of these solutions are often impeded by the challenges that an organization’s Information Technology (IT) staff and a building’s Operations and Maintenance (O&M) staff have when they work closely together and share their knowledge about computer security and how buildings operate. These difficulties arise from different ways of working and different points of view about how technology works. These challenges, in combination with a policy environment that rarely regulates IoT devices, increases risk, leaving buildings vulnerable to attack.

This project will address these challenges by studying two critical areas: (1) how O&M and IT groups currently share their knowledge and skills in order to improve IoT security and (2) how public policies and an organization’s own rules regarding privacy and security impact how IT and O&M collaborate. The results of this study will generate knowledge around how IT and O&M professionals can work more effectively together to improve the security of our nation’s buildings and offer insights into how public policy may affect professional cybersecurity collaboration to manage IoT risk.

This project is a joint venture of the Communication, Technology, and Organizational Practices (CTOP) Lab as well as the Cyber-BE lab.

Carrie Sturts Dossick

Professor Carrie Sturts Dossick, P.E. is a Professor of Construction Management and the Associate Dean of Research in the College of Built Environments, University of Washington. Dr. Dossick also holds an adjunct professor appointment in the Department of Civil and Environmental Engineering and is currently the Vice-Chair of the National BIM Standard -US Planning Committee. Dr. Dossick co-directs the Communication, Technology, and Organizational Practices lab in the Center for Education and Research in Construction (CERC). Dr. Dossick has over two decades of research and teaching experience focused on emerging collaboration methods and technologies such as Building Information Modeling (BIM). She is an active member of the National Institute of Building Sciences BIM Council, and the Academic Interoperability Coalition (AiC). Current research and teaching projects include Cybersecurity for Large Institutional owners, a Pankow funded project on Owner Decision-making and Project Delivery, The Core BIM Module for the National BIM Standard US, an Introduction to BIM for Construction Management Certificate with Skanska, a new online Certificate for digital fabrication workflows for concrete formwork with Turner Construction, and the IB Index with the University of Technology Sydney. Recent work includes BIM-based information exchange between design, construction and operations, BIM Standards and Processes for the Port of Seattle, the use of Virtual Reality for Facilities Management Training, and BIM workflows for Preconstruction Services. Recent Technical Publications. She has received funding from the National Science Foundation, U.S. Army, U.S. Department of Education, General Services Administration, Mechanical Contractors Association of Western Washington, Sound Transit, Skanska USA Building, Mortenson Company, University of Washington Royalty Research Fund, University of Washington Capital Projects and Facilities services.