MULTI-TERM, MULTI-TOPIC COURSES IN CONSTRUCTION EDUCATION

CONSTRUCTION COURSE DEVELOPMENT

The interdisciplinary nature of the construction industry is reflected in the undergraduate programs of ASC member schools. While both subtle and sub­stantial differences in the curriculums of the var­ious programs exist, all programs cover a substantial number of similiar specific construction concepts ranging from managerial issues to technical topics. Special construction topics usually include con­struction materials and methods, planning and scheduling of construction projects, cost estimat­ing, and design and/or management approaches spe­cific to the construction process, construction project, or construction enterprise.

The scope of in-house topic coverage depends, to a large extent, on the number of faculty and the re­quirements for course offerings each term. Schools with larger faculties can often offer a broad range of segregated construction topics in a single term. To accomplish similar program objectives, programs with smaller faculties can enhance their effective­ness through the use of multi-term, multi-topic courses.

Course(s) development based on the model presented here-in may be beneficial in accomplishing the identified goals and objectives of individual construction programs. The purpose of this paper is to provide reference for programs considering development of alternate approaches to construction education that can better achieve program and curriculum objectives.

EDUCATIONAL THEORY

This paper provides three elementary concepts in educational theory as reference for evaluating the proposed "multiterm, multi-topic course" methodology and current construction education practice. The references are beneficial in review of "both the internal structure of the course and the external structure of the curriculum". [5]

Bloom's Taxonomy of Learning:

The educational goals of each course must be established within the educational objectives of the program. Bloom categorizes educational objectives as (1) knowledge and (2) intellectual skills and abilities. Figures 1 and 2 provide reference and expanded definition of the captioned classification of learning.

Bloom's Categorization provides a broad classification of educational objectives that is beneficial in planning or evaluating the goals and objectives of a construction curriculum. The extended taxonomy defines the individual learning classifications and is an appropriate reference for evaluation and development of construction courses and segments of teaching.

A multi-term, multi-topic course reduces the need for re-orientation to, and re-address of, the stu­dent's knowledge base for sequential courses, which results in an increased opportunity to expand the student's intellectual skills and abilities.

The Concept of Reinforcement:

Cost effective construction projects take advantage of the learning curve opportunities available within the activity sequence and project schedule limita­tions. Construction educators can enhance the student's learning by taking similar advantage of reinforcement within and among construction topics.

"Most educators feel that learning occurs in spurts. Students go to a lecture, do their homework, study for a test and reach a peak of learning which starts to fall off as shown in Figure 3. If that material is reinforced, if there is a common set of concepts that are built on over the course of the term, the year, the program, several peaks are reached and eventually a steady state of knowledge is obtained as shown in Figure 4." [5]

The multi-term, multi-topic course methodology re­inforces principal concepts through the use of a variety of construction applications and learning experiences. The single instructor per multi-term course approach reduces redundancy while providing reinforcement of principal concepts and the longer duration of information dissemination can increase the depth of coverage. The level of learning can also be increased by pacing learning experiences to reflect the variety and complexity of simultaneous student course work. ,

Kolb's Categorization of Learning Style

The description of learning styles and mental proc­esses provided in Kolb's categorization indicates that different things are learned in different ways (see Figures 5 and 6). It is essential that teaching methods reflect these differences.

The variety of problem types encountered in con­struction suggests that different mental processes will be required to resolve the different types of problems. Likewise, what one student grasps with ease, another will not; therefore, coordinated use of a variety of learning styles by which students can deal with major construction concepts provides an excellent opportunity to achieve identified edu­cational goals.

Kolb's categorization provides a reference of learning styles that is beneficial in planning and evaluating student exercises in construction courses and segments of teaching. This educational theory, especially when combined with Bloom's categori­zation, assists the construction educator in devel­oping appropriate examples, exercises, and construction problems that will enhance the stu­dent's learning experience.

Multi-term, multi-topic courses can take advantage of the expanded duration of student-instructor con­tact to accommodate a variety of learning experiences on similar topics. The use of early learning and laboratory examples in the subsequent address of both different and similar topics provides a range of opportunities to vary the mental process required for student learning.

Educational Theories in Construction Education

The educational theories presented were selected as consistent with the primary requirements and objec­tives of construction education. Other theories can, likewise, be applied. The application of these principles in the construction education process will be beneficial independent of consideration of the multi-term, multi-topic course approach.

Since construction expertise is based on a substan­tial amount of knowledge and requires application of synthesized knowledge, it is imperative that ac­ademic construction programs and courses emphasize development of intellectual skills and abilities within the transfer of knowledge.

An appropriate range of learning experiences ad­dressing a principle construction concept will pro­vide reinforcement without redundancy. The course methodology discussed herein reflects the applica­tion of the educational theory of reinforcement.

A (series of) multi-term, multi-topic course(s) can achieve identified educational objectives by con­cisely addressing a construction concept or problem from multiple approaches at different levels. Vari­ety in the styles of learning and mental processes required assures that students of differing ability will have reasonable opportunity to master the con­cepts presented. Maximum learning results can be anticipated.

VIRGINIA TECH APPROACH

The Building Construction Program at Virginia Tech is an academic division of the College of Architec­ture and Urban Studies. The Architectural programs reflect the laboratory model of education prescribed by its founding Dean, Charles Burchard, AIA.,

A basic tenant of Dean Burchard is that the labora­tory concept allows the flexibility to entertain several problems simotaneously with the potential advantage of gaining connections and combinations of knowledge as demanded by the modern world.

The program takes advantage of excellent faculty, and courses in both the College of Engineering, and The R.B. Pamplin College of Business. The courses listed by academic unit below are required for graduation:

Plus Calculus (5 quarters), Physics with lab (2 quarters), Elements of Geology, Computer Science, History of Architecture (3 quarters) and Architectural Professional Practice Courses.

First-year and transfer students complete two terms (8 Q.H.) of Introduction to Construction, the entry level course on technical and procedural require­ments which includes an overview of the construction industry. The 10 contact hours each term consists of nine hours of lab plus one hour of lecture.

Second year students take three terms (12 Q.H.) of Construction Principles, the model course addressed herein.

Building Systems Technology is a three-term (14 Q.H.) course commencing in the third year of study and completing in the first term of the fourth year. The comprehensive study of Building Systems includes six hours of contact each term and concludes with a technical project equal in duration to the last term.

Fourth-year students in Construction Practice study construction as a business and construction as a process/project management in the first two terms (6 Q.H.). The final term (6 Q.H.) includes three hour of lecture with 10 lab contact hours to complete Capstone Project Course as described in the pro­ceedings of the 1986 ASC meeting [2].

The use of single-term, segregated topic courses offered through other departments on campus coupled with the multi-term, multi-topic Building Con­struction courses optimizes the scope of curriculum coverage with a small program faculty.

MODEL COURSE

The topics included in this multi-term, multi-topic course Construction Principles are often segregated into separate courses:

The combination of the listed topics is based on the recognition of knowledge of resource application as a fundamental element of construction process execution.

The information listed below is from the syllabus of Virginia Tech course BC 2001-2003, Construction Principles.

Catalog Description: Fundamentals of construction technology and processes emphasizing materials, methods, techniques, and sequences for construction of buildings. Planning, scheduling, and quantity surveying for management of resources are among topics studied 3 hours lecture, 3 hours lab, 4 hours credit each term.

Educational Objectives: At the end of this course, students will have developed an understanding of construction technology and of the problems, scheduling and control. They will be familiar with various materials of building construction, their manufacture, supply, and specifications. They will know the influence of building codes, construction methods, field practices, labor availability and skills, and equipment used in the construction process. The students will have studied and developed skills in quantification of building projects.

Syllabus: Percent of Course

1. Materials of Construction 15% 2. Methods of Construction 15% 3. Field Practices 10% 4. Labor Considerations 10% 5. Estimating 15% 6. Planning and Scheduling 15% 7. Methods and Management 10% 8. Construction Documents 10%

100%

Prerequisite: Introduction to Building Construction: discussion and introduction to the world of construction with an overview of the im­portant areas of construction contracting and the workings of the construction industry. Emphasis is placed on buildings and their graphical represen­tation in construction drawings.

Texts and References: Clough, Richard H., CON­STRUCTION CONTRACTING. New York: John Wiley & Sons, Inc., current edition

Huntington, Witney Clark and Robert E. Mickadeit, BUILDING CONSTRUCTION MATERIALS AND TYPES OF CON­STRUCTION. New York: John Wiley & Sons, Inc., current edition.

O'Brien, James J., CPM IN CONSTRUCTION MANAGEMENT. New York: McGraw-Hill Book Company, current edition.

Shoemaker, Morell M. (editor), THE BUILDING ESTIMA­TOR'S REFERENCE BOOK. Chicago, Illinois: Frank R. Walker Company, current edition.

Smith, Ronald C. and Cameron K. Andreas, PRINCIPLES AND PRACTICES OF HEAVY CONSTRUCTION, Englewood Cliffs, N.J., Prentice-Hall, current edition.

Supplementary Materials: Specifications/Drawings Manufacturers Literature Dodge Construction Files Estimating Materials Building Codes Slides

Management of construction resources requires the ability to apply technical knowledge of materials and processes with the quantification and sequence of construction work. The principal components in the building sequence can be classified as:

This multi-term course addresses the listed compo­nents in the sequence indicated. The technical coverage of materials and processes is expanded to include short interval resource quantification and sequence scheduling exercises, including evaluation and analysis problems.

Planning and Scheduling

Building Construction curriculums often provide coverage of sequence, time, and resource control on construction projects as an independent, segregated course. Most courses are CPM based requiring both manual and computer supported planning, scheduling, updating, forecasting, and resource leveling exer­cises. The depth and breadth of the coverage re­quires rapid turn around of student assignments to accomplish the learning objectives.

The multi-term course takes advantage of both the expanded duration and simultaneous examples used in the materials/methods/ quantity take-off/estimating presentations and learning exercises. The case studies for the course provide resource management exercises and the opportunity to observe progress with actual resource allocatons. A systematic breakdown of the course outline for the planning and scheduling segment of the course includes:

The initial planning and scheduling exercises are manual with subsequent computer software (microtrack) integration for updating, resource leveling, and project acceleration exercises. The longer duration of the course format provides indepth student work with both manual and computer applications.

Materials and Methods of Construction

The objectives of the captioned segment of the model course are to develop knowledge of building processes and to learn the methodologies of applying these processes. The topics are sequenced as follows:

The duration of coverage for each of the individual topics facilitates parallel planning and scheduling and quantity take-off exercises. The combined learning of resource allocation and planning for the various methods and materials of construction provides a better opportunity to develop the students' abilities to transfer knowledge to construction applications.

Quantity Take-off

The quantity take-off exercises in this multi-term, multi-topic course parallel the sequence of material and method topics. The quantity determinations developed in the assignments provide the foundation for resource planning and cost estimating exercises.

The model course takes advantage of the student's previous learning experience by expanding the scope of work required in subsequent exercises. This method reinforces primary learning and expands op­portunity for advanced learning exercises.

Cost Estimating

Cost estimating is covered in the final term of the model course. The more advanced quantity take-off exercises address the principles of cost estimating for labor, material, and equipment. The final term lecture portion of the course expands the coverage of estimating topics to include overhead, bidding, and cost management.

Quantity surveying is included as an extension of the coverage of technical topics. This learning is combined with related exercises (e.g., Concrete Formwork Design) to expand the dimension of the student's understanding. Labor and equipment re­sources are reviewed as construction methods are covered and then quantified for computation of ac­tivity durations. Cost estimating exercises provide reinforcement and extension of resource management concepts for the construction work items as the concluding segment of the multi-term course.

The case study complet&d project exercise includes a comprehensive cost estimate and progress reporting of cost incurred in project execution. The use of case studies resulting in final Project Report(s) provides the integration of the individual course topics and segments. This opportunity is of sig­nificant benefit in the educational process as com­pared to traditional segregated construction courses that do not include a comprehensive case study.

Example Course Problem

The laboratory portion of the model course is used to work through a series of construction problems that combine material and method knowledge with re­source management concepts. One such problem (based on a bank vault) is described below.

Topic(s):

Concrete design, formwork design, reinforcing, concrete placement, material and labor esti­mates, short interval work schedule, and work analysis.

Case Studies

A multiple term course provides an opportunity for a significant construction case studies. Two studies are incorporated into the the model course.

Case Study: Project Process The duration of most construction projects substantially exceeds the duration of an academic term. Observation, monitoring, or specific study of the construction phase of a project through multiple terms creates the opportunity to experience

Case Study: Completed Project The multiple-term de velopment of information regarding a single reference project can include

These case studies provide the opportunity for stu­dents to integrate their knowledge of materials and methods with concepts of resource management through real world examples resulting in a comprehensive approach covering to construction principles.

MULTI-TERM, MULTI-TOPIC COURSES

The decision process in construction often involves the application of knowledge requiring evaluation of numerous independent and interrelated factors. The interdisciplinary nature of construction re­quires practioners to understand and develop unique solutions to similar problems that have individual circumstances.

Most academic construction programs reflect the interdisciplinary nature of the industry in their curriculums. The approach of individual programs differs in the selection and emphasis of specific construction topics and in the requirement for course work in allied disciplines (e.g., Architecture, Business, Engineering). The size of the faculty impacts the number and frequency of in-house course offerings.

One objective of an academic construction educa­tional program is the development of the students ability to synthesize and to apply the knowledge gained. The potential fragmentation of information through a series of independent courses must be considered in evaluating the effectiveness of both individual courses and the program curriculum.

The Capstone Course [2] provides one opportunity to effectively develop the students' abilities to reach appropriate construction decisions requiring synthesis and application of construction and associ­ated knowledge and concepts. The multi-term, multi-topic course approach described here-in is an alternate opportunity to accomplish those objec­tives. Virginia Tech incorporates both approaches in the Building Construction curriculum.

The model course is a representative application of this alternate multi-term, multi-topic approach in construction education. The orientation of this course is to develop and apply knowledge required for project management and technical decisions seg­regated by building components rather that by man­agement vs. technical concepts. This multi-term, multi-topic course methodology can be used in plan­ning the teaching/learning of other combinations of interrelated construction topics.

Evaluation of the application of this approach must be referenced to the accepted educational theories adopted by the individual program. The benefits addresses here-in are referenced to the three theo­ries presented. The educational objectives of the construction program, the courses, and specific segments of teaching must be consistent with the educational theories and approaches applied in planning to achieve success. The multi-term, multi-topic course approach will be more beneficial in some programs than it will be for others.

Construction education programs with a limited size faculty face complex decisions in planning courses and sequencing course offerings. The approach identified was developed as a result of the the de­cision that not more than one course per academic term per academic student level (e.g., Second year) would be offered. With the exception of the first year course, each term of each multi-term course is offered once per academic year. The multi-term, multi-topic approach is beneficial in coordinating the educational process within this curriculum structure.

Faculty members in the Building Construction program at Virginia Tech are aware of multiple, indirect benefits not addressed here-in. The continuity of student-instruction interaction through a longer continuous duration and a greater number of seemingly unrelated construction topics provides an opportu­nity to develop a more comprehensive address of construction as required applied by practioners.

REFRENCES