| Author |
Message |
Ronald L. Geren, AIA, CSI, CCS, CCCA, SCIP
Senior Member
Username: specman
Post Number: 1090
Registered: 03-2003
| | Posted on Wednesday, March 06, 2013 - 10:34 am: |    |
As most of you probably know, I teach the CDT at the Frank Lloyd Wright School of Architecture (FLLWSA) at Taliesin West. The current course is derived from the CDT modules that I teach at my chapter's 3-day seminar.
However, the lecture-based format is not the ideal way to teach, especially college-level students. I've integrated some in-class exercises to liven up some of the class periods and developed some challenging homework assignments that force the students deep into the A201 document.
The FLLWSA is analyzing its pedagogy and have settled on the foundation of "learning by doing" or "LxD." To tailor my CDT course into this pedagogy, I want to integrate more exercises and homework assignments into the course syllabus.
Therefore, do any of you have some ideas for ways to get students immersed into the CDT body of knowledge through "learning by doing," such as in-class exercises, homework assignments, or field trips?
Thanks.
Ron Geren, AIA, CSI, CCS, CCCA, SCIP
www.specsandcodes.com |
Anne Whitacre, FCSI CCS
Senior Member
Username: awhitacre
Post Number: 1311
Registered: 07-2002
| | Posted on Wednesday, March 06, 2013 - 01:24 pm: | |
some years ago, in Seattle CDT classes (okay, a LOT of years ago) we made an assignment that each person had to write a section of a small project manual; some one (or someone plus the instructor) prepared division 01, and then a contractor reviewed the documents and prepared a bid. The basis for the project was a small office building in a suburban setting -- so that it covered basic types of work, and had basic issues of managing the site. we typically had an engineer or two taking the classes, maybe an interior architect, and product reps and architects. |
George A. Everding, AIA, CSI, CCS, CCCA
Senior Member
Username: geverding
Post Number: 656
Registered: 11-2004
| | Posted on Wednesday, March 06, 2013 - 01:41 pm: | |
Ron-
The shirt problem: I used to do a very basic exercise for my first class session at the community college each year - it was not specific to CDT but more of an illustration of the complexity of organizing construction information. It involved having each student, in turn, offer up “a characteristic” of shirts. Each characteristic would be written on a 5x7 card – no duplications allowed. When we had several dozen characteristics identified, the class would divide into groups with a stack of the cards, with each group assigned to “organize the world of shirts” by pinning the cards up on the board or the wall.
At its best, the project results in differing approaches to the organization, and the class can discuss what works, and what doesn’t. By stepping out of the world of construction and by choosing a simpler but still universal topic, it can illustrate what CSI is up to and why it is important (“Buildings are much more complex than shirts”)without intimidating beginning students. A lot of them are fresh from HS with no experience at all in design or building.
I would enthusiastically endorse this exercise for the beginner. Remembering the shirt problem helps them understand MasterFormat, Section Format, etc. I am not sure how successful (too simplistic) it might be for a more experienced student.
Anyhow, if you are interested, give me a call or shoot me an email. We can discuss further.
George A. Everding AIA CSI CCS CCCA
Ingersoll Rand Security Technologies
St. Louis, MO |
Ron Beard CCS
Senior Member
Username: rm_beard_ccs
Post Number: 402
Registered: 10-2002
| | Posted on Wednesday, March 06, 2013 - 02:06 pm: | |
Mimicking a mock trial, conduct a mediation hearing to ‘resolve’ a construction situation. Divide the class into multiple teams representing one or more subcontractors, general contractor, owner, architect including one or more members of the design team, manufacturer(s), and, of course, an attorney. Have them review a major problem including a review of the drawings, project manual, approved submittals, and industry standards. Sum up the event by asking them to make suggestions on how a carefully worded specification could have prevented the construction situation.
"Fast is good, but accurate is better."
.............Wyatt Earp |
Ron Beard CCS
Senior Member
Username: rm_beard_ccs
Post Number: 403
Registered: 10-2002
| | Posted on Wednesday, March 06, 2013 - 02:08 pm: | |
George:
Do you have a 201 course in costume malfunctions?
:-)
"Fast is good, but accurate is better."
.............Wyatt Earp |
George A. Everding, AIA, CSI, CCS, CCCA
Senior Member
Username: geverding
Post Number: 657
Registered: 11-2004
| | Posted on Wednesday, March 06, 2013 - 02:26 pm: | |
I would only suggest that a costume malfunction is less costly and more entertaining than a building malfunction....
George A. Everding AIA CSI CCS CCCA
Ingersoll Rand Security Technologies
St. Louis, MO |
ken hercenberg
Senior Member
Username: khercenberg
Post Number: 460
Registered: 12-2006
| | Posted on Wednesday, March 06, 2013 - 03:31 pm: | |
George, I love the build-A-shirt idea.
Ron, the way I learned about the importance of specs was my first day at an architect's office (I'd never taken any architectural classes but I was familiar with 'blueprints'). After being shown a drawing, the boss, knowing how 'green' (old school, not LEED) I was, asked me how I would know what brick to use, mortar qualities, reinforcing qualities, etc. My ignorant response was that it would be somewhere on the Drawings. He then handed me a copy of the 'spec' for the project and had me look through it. Talk about an 'aha' moment. Might be a good way to start the class after doing George's shirt exercise. Flash a Drawing up on the screen and ask your class to tell you qualities of the items shown on the drawing.
Maybe I should do that with some of my designers. |
Phil Kabza
Senior Member
Username: phil_kabza
Post Number: 520
Registered: 12-2002
| | Posted on Wednesday, March 06, 2013 - 06:25 pm: | |
Perhaps some "day in the life" experiences would make the world of construction documents more meaningful. These could include: a day in a GC's estimating department - especially on bid day; a day in a specialty contractor's bid department - especially the day the plans and specs arrive for a large job; a pre-bid meeting; a preconstruction conference; a job progress meeting; a punch list walkthrough; a post-occupancy evaluation; a post construction claims deposition ... the list could go on. The point being we're all too used to looking at our products from the assembly line side rather than what happens once drawings and specs leave the shop for the real world, where real people have to try and use them. Send the students out, tell them to keep full journal notes, and then come back and report. Voila - half a semester done. |
Ronald L. Geren, AIA, CSI, CCS, CCCA, SCIP
Senior Member
Username: specman
Post Number: 1091
Registered: 03-2003
| | Posted on Wednesday, March 06, 2013 - 07:51 pm: | |
Thanks guys. Keep the ideas coming.
One method I incorporated last year was the paper airplane exercise. It goes something like this:
1. At the end of class during the session before the scheduled day of the exercise, instruct the students to bring in a blank piece of paper and leave it at that--no details.
2. On the day of the exercise, tell the students to make a paper airplane with the piece of paper they brought in.
3. When done, tell them that they failed, because this (show a picture of your paper airplane) is what you wanted. Point out the fact that no two airplanes are alike.
4. Explain that without drawings and specifications, each airplane was completely different.
5. Next, display a single sheet drawing showing how to fold the paper.
6. Next, provide a specification that describes the materials that are to be used, how folds are to be made with tolerances, and how to properly execute the work (i.e. fly it). I also include a requirement for a submittal of a sample fold to ensure they do it right. I provide materials, but I wrinkle some sheets, bend a few corners, and tear a few edges (which are strictly forbidden by the specifications). Then I mix those into the stack of "locally available materials"--this is to see if they are following the specs.
7. I ask for a source quality control inspection at the end of fabrication, and a field quality control inspection for flight (we actually go outside and fly them).
8. I end the exercise by explaining that by using drawings and specifications, each paper airplane was virtually identical to the others; thus emphasizing the importance of both drawings and specifications.
This seems to be a hit with the students.
If you would like a copy of the exercise PowerPoint slides, send me an email and I will send you a copy.
Any ideas on how to make learning delivery methods more exciting?
Ron Geren, AIA, CSI, CCS, CCCA, SCIP
www.specsandcodes.com |
Steven Bruneel, AIA, CSI-CDT, LEED-AP, EDAC
Senior Member
Username: redseca2
Post Number: 386
Registered: 12-2006
| | Posted on Wednesday, March 06, 2013 - 09:12 pm: | |
Ron,
Don't forget paper manufactured within 500 miles of the classroom from sustainably harvested trees with a minimum 50% recycled content and no added urea formaldehyde. |
Nathan Woods, CSI, CCCA, LEED AP
Senior Member
Username: nwoods
Post Number: 517
Registered: 08-2005
| | Posted on Wednesday, March 06, 2013 - 09:18 pm: | |
That's brilliant Ron |
Paul Baggett (Unregistered Guest)
Unregistered guest
| | Posted on Wednesday, March 06, 2013 - 03:56 pm: | |
The reponses have been very good. They have been helpful to me. I teach the CDT course at the University of Tennessee Chattanooga (UTC) in the Construction Management Program as an adjunct. Half of the students are "live" in class and the other half are online. Using a representative from each of the "four participant groups" to speak from their perspective works well. Writing an ambiguous specification section and have the students edit the section works well. Every class has its own personality and various exposures to construction. Having a flexible pedagogy gives the student the best take-away value.
Paul Baggett, CSI, CDT, CCCA
DBS Corporation
Chattanooga, TN |
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