Interdisciplinary Education in an Integrated Project Delivery Studio: Designing and Building Prefabricated Components
Many undergraduate architecture, engineering and construction management programs are exploring interdisciplinary education strategies. The collaboration of the various disciplines to solve problems has become prevalent in professional practice. So why not collaborate in the classroom? The integrated project delivery methodology and other collaborative strategies can be and have been engaged in the classroom, but it is difficult to infuse the motivations of professionals practicing in the field into students learning in the classroom. Prefabrication, also called panelization, offsite fabrication, or modular construction, allows various building elements—anything from bathrooms to prewired light fixtures to exterior walls—to be built in a factory and transported to a construction site. Prefabrication can only occur in a culture of collaboration. Thus, a strategy of designing and building prefabricated components can be engaged in the classroom learning environment as a focal point, effecting the collaboration of the various disciplines to solve problems in the classroom.
Improving Student Learning Outcomes in the Construction Surveying Course
Joel Ochieng Wao
Improving student learning outcomes (SLOs) can be challenging, especially when faced with efforts to achieve accreditation of construction educational program by the American Council for Construction Education (ACCE). The challenge may prompt academic programs to diversify ways to address the SLOs to meet ACCE standards, e.g., incorporating collaborative efforts of construction industry and academia. This research assessed the collaboration between academia and industry professionals to improve SLO and mastery in the construction-surveying course using a surveying camp. Specific objectives were used to determine the impact of the camp to students and meeting the ACCE-SLO 11, and determine the relationship between score variables (self-assessed score vs. camp score). The hypothesis was that students would benefit highly from the camp activities and that their performance would meet the ACCE standard. Excel software facilitated the analysis of data obtained from survey questionnaires and camp examination scores. The result showed negative correlation and predictive indices for the score variables, implying that students’ confidence negatively correlated with the average camp scores, although they were above the ACCE threshold. Additionally, the students were very satisfied with the collaborative effort. Thus, the hypothesis of students benefiting highly and their performance meeting the ACCE threshold was supported. It was recommended that the camp program be replicated in future while considering students’ ideas, and that the outcome be a part of the ACCE periodic reporting.
Students’ Perceptions of the Features of Studio-Based Construction Education
Studio-based learning pedagogy is emerging as a new pedagogy in many fields. Although the studio-based model has been a dominant model in a number of programs for several decades, it is being adopted in other disciplines such as construction education. In the studio-based model, students are the core of the learning environment. Studies demonstrate that students’ perceptions can positively—and negatively—affect learning. Studies also show that physical characteristics of a space have a significant impact on performance. Understanding the ways in which students perceive their educational environment can be utilized to monitor the effectiveness of new pedagogical models and increase student performance. This paper briefly outlines the preliminary results of a study, which investigates construction students’ perceptions toward various aspects of their studios. In the first phase of the study, a quantitative method was used to gather data and categorize factors that affect students’ perceptions of the educational setting. Results indicate that there is a consistent pattern between what students consider as potential outcomes of their studio and what they perceive as important features. In addition, students outlined the physical constituents that influence their cognizance. Results of the research demonstrate that both cognitive and physical aspects of studio in a construction project-based curriculum at XXX appear to have had a positive impact on student performance. The outcomes of this study can be applied to and incorporated in planning studio- and project-based construction education.