scholarly journals Multi-disciplinary Teams – the Continuing Challenge to Collaborate in the Classroom

10.29007/z59f ◽  
2020 ◽  
Author(s):  
James Smith ◽  
Evan Bingham ◽  
Clifton Farnsworth
Keyword(s):  
Course Design ◽  
Management Skills ◽  
Delivery Methods ◽  
Engineering Construction ◽  
Construction Education ◽  
Student Learning Outcome ◽  
Accredited Institutions ◽  
Key Participants ◽  
New Student ◽  
Alternative Delivery

The need to collaborate in the Owner/Architecture/Engineering/Construction (OAEC) industry continues to grow. As owners increasingly choose alternative delivery methods for their projects, the ability of key participants to effectively work with one another is becoming a critical and defining skill. In their 2016 accreditation update, the American Council for Construction Education (ACCE) decided to include a new Student Learning Outcome (SLO) specific to this growing need. ACCE SLO #9 states that students graduating from accredited institutions are expected to show the ability to “apply construction management skills as a member of a multi-disciplinary team.” This requirement poses a significant challenge to many universities. This paper provides qualitative data from multi-disciplinary courses conducted at 3 universities. Participating administration, faculty and students provided data that supports anticipated benefits of multi-disciplinary courses and enhances previous findings. Observed challenges in addition to those provided by extant literature were identified. Observations and interviews highlight the importance of differentiating between multi-disciplinary interactions and inter-disciplinary interactions. It is recommended that interested programs carefully consider program and course design as it relates to these differences and additionally identified issues as the challenge to collaborate continues.

scholarly journals Post-Disaster Infrastructure Delivery for Resilience

2021 ◽  
Vol 13 (6) ◽  
pp. 3458
Author(s):  
Mikhail Chester ◽  
Mounir El Asmar ◽  
Samantha Hayes ◽  
Cheryl Desha
Keyword(s):  
Cost Effective ◽  
Project Delivery ◽  
Delivery Methods ◽  
Project Delivery Methods ◽  
Alternative Project Delivery Methods ◽  
Resilient Infrastructure ◽  
Alternative Project Delivery ◽  
Innovative Contracting ◽  
Alternative Delivery ◽  
Post Disaster

As climate change increases the frequency and intensity of disasters and associated infrastructure damage, Alternative Project Delivery Methods are well positioned to enable innovative contracting and partnering methods for designing and delivering adaptation solutions that are more time- and cost-effective. However, where conventional “build-back-as-before” post-disaster reconstruction occurs, communities remain vulnerable to future disasters of similar or greater magnitude. In this conceptual paper, we draw on a variety of literature and emergent practices to present how such alternative delivery methods of reconstruction projects can systematically integrate “build-back-better” and introduce more resilient infrastructure outcomes. Considering existing knowledge regarding infrastructure resilience, post-disaster reconstruction and project delivery methods, we consider the resilience regimes of rebound, robustness, graceful extensibility, and sustained adaptability to present the potential for alternative project delivery methods to improve the agility and flexibility of infrastructure against future climate-related and other hazards. We discuss the criticality of continued pursuit of stakeholder engagement to support further improvements to project delivery methods, enabling new opportunities for engaging with a broader set of stakeholders, and for stakeholders to contribute new knowledge and insights to the design process. We conclude the significant potential for such methods to enable resilient infrastructure outcomes, through prioritizing resilience alongside time and cost. We also present a visual schematic in the form of a framework for enabling post-disaster infrastructure delivery for resilience outcomes, across different scales and timeframes of reconstruction. The findings have immediate implications for agencies managing disaster recovery efforts, offering decision-support for improving the adaptive capacity of infrastructure, the services they deliver, and capacities of the communities that rely on them.

scholarly journals Utilization and Toxicity of Alternative Delivery Methods of Adjuvant Chemotherapy for Ovarian Cancer

2016 ◽  
Vol 127 (6) ◽  
pp. 985-991 ◽  
Author(s):  
Jason D. Wright ◽  
June Y. Hou ◽  
William M. Burke ◽  
Ana I. Tergas ◽  
Ling Chen ◽  
...  
Keyword(s):  
Ovarian Cancer ◽  
Adjuvant Chemotherapy ◽  
Delivery Methods ◽  
Alternative Delivery

scholarly journals Parents’ attitude toward multiple vaccinations at a single visit with alternative delivery methods

2014 ◽  
Vol 10 (8) ◽  
pp. 2483-2489 ◽  
Author(s):  
Patricia Kaaijk ◽  
Deborah E Kleijne ◽  
Mirjam J Knol ◽  
Irene A Harmsen ◽  
Olga JAE Ophorst ◽  
...  
Keyword(s):  
Delivery Methods ◽  
Single Visit ◽  
Alternative Delivery

scholarly journals Introducing a Late Bank in Online Graduate Courses: The Response of Students

2019 ◽  
Vol 10 (2) ◽  
Author(s):  
Meadow Schroeder ◽  
Erica Makarenko ◽  
Karly Warren
Keyword(s):  
Time Management ◽  
Student Attitudes ◽  
Course Design ◽  
Online Courses ◽  
Well Being ◽  
Stressful Situation ◽  
Due Dates ◽  
Management Skills ◽  
Post Secondary ◽  
Bank System

In post-secondary education, students must demonstrate strong time-management skills while they navigate several courses in a semester. When students struggle to meet due dates, they can accrue late penalties, which exacerbates a stressful situation. In response, two graduate programs integrated a late bank system into their online courses. Students could submit one of two assignments up to five days after the due date without penalty. After each assignment was due, a survey was used to measure students’ levels of stress, the perception of the late bank, and reasons for using it. This study found the late bank was utilized by students, was positively regarded, and improved student attitudes toward their instructor. Reported levels of stress were similar for students who used the late bank compared to those did not. The results suggest that incorporating a late bank into the course design is an effective method of promoting student well-being.

Prescriptive versus non‐prescriptive prison design briefs

Facilities ◽  
2005 ◽  
Vol 23 (5/6) ◽  
pp. 216-225
Author(s):  
Giustina G.S. Consoli
Keyword(s):  
Design Methodology ◽  
Structured Interview ◽  
Delivery Methods ◽  
Content Type ◽  
Private Prison ◽  
Request For Proposal ◽  
Alternative Delivery ◽  
Interview Questionnaire ◽  
Design And Construction

PurposeTo report on architect reactions to the use of non‐prescriptive design and construction briefs in the delivery of private prison projects in Australia.Design/methodology/approachThe introduction of the private prison projects in Australia saw the introduction of alternative delivery methods, such as Design‐Construct, for the delivery of prison facilities. The resulting design brief, forwarded as the “Request for Proposal”, was typically a non‐prescriptive document. Those architects who participated in such private prison design projects were interviewed using a semi‐structured interview questionnaire. Beliefs regarding the use of such briefs were gauged from the interview data.FindingsThe interviews revealed conflicting beliefs regarding the usefulness and appropriateness of the design brief. The responses were divided between a minority who found the briefs adequate, owing principally to the belief that it facilitated innovation. However, the majority considered the briefs as inadequate for prison construction. They believed that it allowed for manipulation by contractors, and that it compromised the design process and the integrity of the facility. As architects question the suitability of such design briefs for the delivery of prison facilities, the paper highlights the advantages and limitations in using prescriptive and non‐prescriptive prison design briefs.Originality/valueThis paper fulfils a need for data regarding the role of design briefs in prison design and construction. It offers a valuable comparison of the diverse approaches that can be taken, and the impacts this has upon how architects operate in prison projects.

scholarly journals Stimulating Learning with Integrated Assessments in Construction Education

2014 ◽  
Vol 14 (3) ◽  
pp. 86-98 ◽  
Author(s):  
Imriyas Kamardeen
Keyword(s):  
Integrated Assessment ◽  
Course Design ◽  
Learning Experience ◽  
Learning Activity ◽  
Similar Degree ◽  
Construction Education ◽  
Study Approach ◽  
Case Based Learning ◽  
Case Based

Quality of learning students experience is heavily dependent on the effectiveness of course design. Assessments are a key component in course design and students determine their level of involvement in a learning activity based on whether it is assessed or not. Assessments are therefore a powerful tool that lecturers can utilise to drive learning. However, designing effective assessments to stimulate learning is challenging in the presence of disciplinary, contextual dimensions. A case study approach is adopted to demonstrate how effective integrated assessment schemes may be developed and implemented for construction education. The scheme in the case study amalgamated case-based learning, online quizzes and adaptive eTests to provide a variety of assessments, aligned with lecture topics and contemporary real-word scenarios. It was found that the presence of both formative and summative tasks in the assessment scheme complemented each other, kept students constantly motivated and engaged in learning, and resulted in a good learning experience for them. The study provide evidence, and valuable insights and tips for lecturers in similar degree programs as to how they could modify pedagogical styles in their courses for better learning experiences for students and improved teaching ratings for themselves. Keywords: Pedagogy, Integrated assessment, Case-based learning, Online quiz, Adaptive eLearning

scholarly journals Design of a Completely New First Year Engineering Program at the University of Saskatchewan

2018 ◽  
Author(s):  
Sean Maw
Keyword(s):  
Phase I ◽  
Course Design ◽  
School Curriculum ◽  
First Year ◽  
Program Structure ◽  
Delivery Methods ◽  
High School Curriculum ◽  
Graduate Attributes ◽  
College Of Engineering ◽  
The University

The rapidly evolving role of the engineering profession in society requires an engineering graduate with a more diverse and robust skill set than ever before. To answer this challenge, the University of Saskatchewan’s College of Engineering has embarked upon a complete redesign of its first year program. This project essentially started from a “blank slate” and posed the question, “If we could design any first year program that we wanted, what would we create?” The outcome of this endeavor is intended to be an extremely effective first year program that excites, engages and inspires students, and that holistically prepares them for the challenges to come in later years. In this paper, we review the broad learning objectives of our new first year, and the values that we applied to our decision making during its design.The overall project consists of three distinct phases: determination of required first year graduate attributes, development of program structure and delivery methods, and detailed course design. Phase I has been completed. It has left us with a detailed inventory of knowledge, skills, experiences, and attitudes, distributed across 23 content categories, that the College wants students to internalize by the end of their first year of study.We will outline the methods that we used to compile and refine this attribute inventory, including multiple approaches aimed at meaningful stakeholder engagement, surveys of existing first year programs across Canada, and an analysis of gaps and redundancies between the Saskatchewan high school curriculum and our existing first year program. We will also describe the 23 content categories used to organize the graduate attributes of the proposed first year program and how these categories are weighted in relative terms.  We share some of our key learnings from Phase I of the project, including which consultation strategies worked most effectively, why we focused on first year graduate attributes and not content, and key elements that will be emphasized in our new program. We will also briefly describe the process by which we are starting to develop the program structure and delivery methods i.e. Phase II.

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