Brncich, A; Shane, J S; Strong, K C and Passe, U (2011) Using integrated student teams to advance education in sustainable design and construction. International Journal of Construction Education and Research, 7(1), pp. 22-40. ISSN 1557-8771
Abstract
This article describes a case study involving a Midwestern public university that incorporated an integrated, cross-disciplinary project delivery activity to create an effective framework for sustainable design and construction education. The article first provides an overview of sustainable construction and its advantages, describes how sustainable design and construction requires a modernized project delivery system to work effectively, and discusses the primary impacts of sustainable design and construction on the construction industry. The article then describes how one large Midwestern university has attempted to use integrated, multidisciplinary student teams to advance the concept of sustainable design and construction in the classroom environment. Curricula that include interdisciplinary courses on integrated delivery and leadership in construction, engineering and architecture could better prepare students for their future careers in the building industry and develop better managers and colleagues.
| Item Type: | Article |
|---|---|
| Uncontrolled Keywords: | education; integrated project delivery; interdisciplinarity; sustainability |
| Index terms: | construction education, career, classroom, sustainable construction, sustainable design, manager, integrated project delivery, building industry, project delivery, construction industry, public university, case study |
| Subjects: | professional development, educational institutions, industry analysis, data collection methods, project delivery, sustainable construction, design process, professional education, construction type, practitioner, contractual arrangements |
| Topics: | Construction Technology, Roles and Professions, Research Practice, Information Management, Design Practice, Procurement, Sustainability, Education |
| Descriptive scope: | 4 PCTE |
N.B. Descriptive scope is a count of how many of the five facets of empirical research are indicated by the words used in title, abstract and keywords. It is not intended as a judgement on the research; merely a count of the kind of word we would expect to indicate Phenomenon, Concepts, Theoretical framing, Empirical techniques, Analytical techniques. If all five are present, then a code of “5 PCTEA” will indicate this. If you feel the coding for this record is questionable, we welcome discussion around the terms we matched or the way we categorized them. The facet you would expect may not be coded, or a facet may be coded inappropriately. This can also bear on a larger question, of which facets should be treated as defining in construction management research. Please get in touch, and we will look at it. More details here