Project-Based Course for Integration of Design and Construction at WPI

Albano, Leonard D.; Salazar, Guillermo F.

doi:10.1061/(asce)1052-3928(1998)124:4(97)

Cited by 6 publications

(2 citation statements)

References 2 publications

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“…Developing a more integrated undergraduate curriculum is an effort by educators to step away from the "traditional model" and be more in line with today's architectural, construction, and engineering (ACE) industry. Students today are expected not only to know and understand the basics of their discipline, but also to perform efficiently and effectively in a multidisciplinary and fully integrated design and construction environments (Albano & Salazar, 1998). An integrated course must capture the imagination of the students, be perceived as important by learners, legitimize the disciplinary content which is being integrated, and accommodate a variety of learning approaches (Barab & Landa 1997).…”

Section: Introductionmentioning

confidence: 99%

Development and Delivery of an Integrated Project-Based Jobsite Management Undergraduate Course

Barlow

2011

International Journal of Construction Education and Research

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At universities offering professional degrees, such as construction management, some programs are moving towards and exploring alternative delivery methods for achieving the curriculum's goals and objectives. This article describes an integrated and project-based learning Jobsite Construction Management course being taught at a major university. A course overview describing the various delivery methods used (such as lectures, reading assignments, supplemental materials, guest lecturers, lab assignments, technology, and jobsite visits) is presented. The benefits of vertical and horizontal course integration in a project-based learning environment are emphasized and more fully explained. A class survey was conducted over two quarters to assess the student's perspective on various aspects of the course, in particular the delivery methods used to relate course material. The student survey responses are evaluated and discussed individually. Results suggest that an integrated curriculum set in a project-based learning environment utilizing various delivery methods can produce positive results from a student's perspective.

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Section: Introductionmentioning

confidence: 99%

Development and Delivery of an Integrated Project-Based Jobsite Management Undergraduate Course

Barlow

2011

International Journal of Construction Education and Research

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“…The Department of Civil and Environmental Engineering at Worcester Polytechnic Institute has implemented a graduate-level course entitled "Integration of Design and Construction." 3 The course involves a mix of class discussion, laboratory and lecture activities. The students are given turns at playing the roles of owner, designer and contractor in studying the same project.…”

Section: Fig 1 Design-bid-build Approach To Project Deliverymentioning

confidence: 99%

Introducing Design Build Concepts Into Senior Capstone Design Projects

Woodruff¹,

Reza²

2004 Annual Conference Proceedings

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Traditionally, there has been a widespread sense on the part of the construction industry of a lack of connection between design engineers and contractors. There have been numerous cases where it has been discovered during the construction phase of a project that a proposed design is very difficult and sometimes even impossible to build. These types of problems can cause significant delays in construction time and increase in cost. For example, in a recent case of a school building construction, a number of large prefabricated steel trusses had to be returned to the fabrication shop for modifications because of incompatible sizing. Part of the problem can be attributed to the fact that some design engineers, particularly recent graduates, may not have had adequate exposure to construction experience. This follows the classic argument that learning out of a textbook is much different than the "real-world." Civil engineering curricula traditionally focus heavily on design and analysis often neglecting issues of constructability. While this track of education may serve the constituency who are involved in the design phase of the traditional design-bid-build project delivery system, it may not adequately address the needs of firms engaged in the design-build project delivery system. Since the latter system is becoming increasingly popular, it may be prudent for civil engineering schools to place increased emphasis on constructability issues in order to produce industry-ready engineers prepared for work in the design-build system. It is suggested that a construction focus be incorporated into the senior capstone design project. In certain cases, it may even be feasible to make the students perform a limited hands-on construction activity. An example of such a project is described in this paper. The first author supervised a group of four students at Ohio Northern University during their senior design project in the 2002-03 academic year. The project involved rehabilitation of a second floor observation deck at Schoonover Observatory in Lima, Ohio. The project consisted of design, analysis and a small construction phase. The work was completed with consultation and assistance from the City Engineer, City of Lima, Ohio.

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