Construction Engineering and Management 建造工程及管理 英文版.docxVIP

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Team-BasedLearningin:“ConstructionEngineeringand

Management”

Note:ThissummarywasdrawnfromaninterviewwiththeCentreforInstructionalSupportandDr.Froese,aswellasareviewofmaterialsusedforhisclass. Wehavewrittenitinthefirstpersontomakeiteasiertoread.

CourseSituation

Department:AppliedScience

Subject:CivilEngineering

Level:Civil400ConstructionEngineeringandManagement,4thyearcourse

Students:N=106,requiredcourseforcivilengineers

TimeStructure:twooneandahalfhoursessionseachweek.

Anyspecialcourseorclassroomfactors?:100person,tieredlecturetheatre

withfixedseating

LearningGoalsfortheCourse

Theconstructionindustryisthe“production”phaseofvirtuallyallcivilengineeringwork. Thegoalofthiscourseistofamiliarizestudentswiththeconstructionindustry—includingtheindustryasawhole,constructioncompanies,constructionprojects,andindividualactivities.

Ourmainpointofviewwasthatofsomeoneworkingforaconstructioncompanyinchargeofmanagingaproject: i.e.,aProjectManager. However,thematerialappliestoanyoneinvolvedinconstructionprojects(e.g.,designers,owner’srepresentatives,siteengineers,etc.)

Gainanunderstandingandexperienceoftheissuestheywillencounterintheconstructionindustry

Exploretheinterdependenciesbetweendifferentplayersintheconstructionindustry.

ReasonsforChangingtoTeam-BasedLearning

Previouswayofteaching:lectureswithsomecasestudiesandtakehomegroupassignments

Problemsencountered:paceoflectureswastooslow

Ihadtaughtthecoursefor12yearsandaccumulatedmanyanecdotesandexamplesbutthisresultedinhavingtoomanydetailstoconveyanditwashardforstudentstotakeitallin.

Ifeltcoverageoftopicscouldbemorecondensed

Whatmadeyouthinkthatteam-basedlearningmightbeanalternativeworthtrying?Coursewasalreadyin3or4modules.Studentsdidn’tlikethe

textbook,