James L. Jenkins
Purdue University
West Lafayette, Indiana

In a typical Construction Scheduling course, students are taught subjects such as the identification of construction activities, predecessors/successors, and duration calculations. Once this information is compiled, a schedule is prepared. However, it has been the experience of the author that while students understand the basic concepts behind scheduling, a number of students do not understand exactly how a construction project is put together. Thus, even with a proper knowledge of scheduling techniques, many students still cannot prepare a credible schedule. This paper will present the idea of using a group project to help students learn about the sequence of construction.

Key Words: Construction Sequence, Scheduling, Construction Education

The fact that many students do not fully understand the sequence of construction has become apparent to this author after the review of scheduling projects submitted over the past few semesters. For example, one group of students had entered the installation of kitchen cabinets as an immediate predecessor for the installation of roof gutters on their semester scheduling project. While students are not expected to create the perfect schedule, they should understand enough about construction materials and methods so that their schedule is logically correct. To help students learn basic methodology for typical construction projects, the idea of a construction-sequence group project was conceived. Presented here is a plan for this group project along with a sample list of instructions and a method for student evaluation.

A main objective of the construction-sequence group project was to help the students understand the sequence of construction in more depth. These students would then be able to develop more realistic and logical construction schedules. A secondary objective of this project involved motivating the students to practice their research and oral presentation skills. It was expected that requiring students to research a topic and to present this data as a lecture to their fellow classmates would help accomplish this objective.

Throughout their construction education, students learn that a typical construction project is made up of individual work activities in five main categories of work: sitework, utilities, structure, enclosure, and interior finish work. By teaching the sequence of construction, students have the opportunity to learn the logical order of the construction activities in a typical project. They also learn that careful planning and scheduling must be conducted to ensure that each of these activities is scheduled in the proper order to avoid unrealistic or illogical schedules.

Enrollment in the Scheduling course during Fall 1999 was limited by the university to a maximum of 24 students per class. To implement a group project plan, an adjustment had to be made regarding the five main categories (sitework, utilities, structure, enclosure, interior). In order to allow detailed coverage of the construction sequence group project, the five work categories were expanded into 8 topics to allow 3 students per topic.

The resulting eight topics for the eight group projects were studied in the order they occur in the construction sequence:

Each group was to prepare a 15- to-20-minute oral presentation (allowing time for questions) on their particular subject utilizing Microsoft PowerPoint. Each group member was required to participate in their group’s presentation. Additionally, each group was to cover the following points during their presentation:

All groups were to find and visit at least one construction jobsite with sufficient work-in-progress to aid in the research of the given topic. Groups obtained permission to visit the jobsite and were to adhere to project safety rules/requirements. See Figure 1 for a sample of the instructions.

Figure 1. A sample copy of instructions to students for developing group presentations.

During the course of the presentation, the instructor evaluated students on the following items:

The grade distribution for each of the evaluation items is shown in the sample Sequence Project Grade Sheet located in Figure 2.

Figure 2. Sequence Project Grade Sheet indicating the grade distribution for each of the evaluation items.

Students in the audience were encouraged to ask questions during the presentations for clarification. Once these presentations were completed, it was expected that students would have a better understanding on the succession of work for a typical construction project.

Upon the completion of the Fall 1999 sequence projects, students were asked to provide feedback to the instructor via a survey form. Students were asked to assess the overall project and presentations. Additionally, each student was asked to offer improvements or deletions needed to make the Sequence Projects have more clarity or meaning. See Figure 3 for a sample of the survey form.

Figure 3. Sequence Projects Student Survey

Seventy-nine students participated in the survey process. Many expressed an appreciation of the Sequence Project; however, most students stated that the presentations focused too much on the materials of construction rather than on the predecessors and successors.

Based on the scale of A-E that appeared in their Survey for answering Questions 1-5, the students responded as indicated in Table 1. The average response value was calculated by assigning a 4-point value to Response A, 3 points for B, 2 points for C, and 1 point for D.

Table 1
Student Survey Results for Questions 1 through 5

A = Greatly improved my understanding; very valuable learning experience.

B = Helped to improve my understanding of sequencing; valuable learning experience.

C = Improved my understanding somewhat.

D = Improved my understanding very little, not a worthwhile project.

E = Not at all valuable to my learning.

For Question #6, students were requested to offer their opinion regarding the point value of the Sequence Projects in relationship to the overall grade in the Scheduling class (overall grade based on 1000 points possible). Response A indicated the project should be worth 50 points, B=75 points, C= 100 points, D=less than 50 points, and E= more than 100 points. The responses to Question #6 are presented in Table 2.

Table 2
Student Survey Results for Question No. 6

For Question #7, the students were asked if they would like the option of grading fellow group members on their input and participation (peer assessment). Of the 79 students surveyed, 45 students (57%) stated that they would not like to grade the other members in the group.

Each student completing the survey was asked to list suggestions to improve the sequence project. The following includes a few of the suggested improvements:

Attendees to the 1999 ASC Great Lakes Regional Conference and reviewers for the ASC 2000 National Proceedings offered additional comments. Their suggestions included the following:

After reviewing the suggestions of the students who had completed the course, and those of fellow educators, it was clear that the course’s construction-sequence group project was felt to be beneficial. It was also apparent that certain modifications should be incorporated for the next semester.

Additionally, upon completion of the sequence presentations, some type of summative assessment should be used to determine how well the students understand the concept of construction sequence. A scheduling project (individual or group) should be used as a tool for this purpose. Most construction curriculums require students to take a Construction Estimating class as a prerequisite for Construction Scheduling courses. Requiring that students utilize the plans and specifications from the Estimating course for creating a construction schedule in the Scheduling course would therefore be appropriate. Evaluating the resulting schedules will allow the instructor to determine how well the students understand the construction process and provide feedback to students on areas that are still deficient.

After the completion of a typical Construction Scheduling course, most students understand the basic concepts of scheduling. However, due to a lack of knowledge of construction sequence, these same students may not be able to create a workable schedule. Through the project presented in this paper, students research and teach a portion of the construction sequence process to the rest of the class. Students benefit from their own work and from the research performed by their peers. This exercise gives students the opportunity to gain valuable experiences and a more realistic, working knowledge of construction sequence.

Though the overall project met with positive results and comments by students, minor revisions could add even more to the experience. Using the suggestions offered by students and faculty, this sequence project will offer students a better understanding of how a construction project is put together. This will help eliminate unrealistic or illogical schedules produced by these graduates on the jobsite.

Jenkins, J. L. (Fall 1999). [BCM 345 Scheduling Sequence Project Survey Excel document]. Unpublished raw data.

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