Understanding the Design and Construction Processes through DIY for Students of the Built Environment
Built Environment Education Conference London 5 – 6th September 2005
Khairuddin Abdul Rashid PhD
Contents • Introduction
– The problem
• Proposed solution – DIY – Course design – Course delivery • Impact to students • Conclusion
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Introduction • Built environment programs at IIUM • U/g and P/g studies in
– Architecture – Urban & Regional Planning – Landscape Architecture – Quantity Surveying – Applied Arts and Design
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Introduction • The problem • Difficulties faced by freshmen in understanding the processes
– Design – Construction complex and technical
– Roles and functions of key players (management)
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Proposed solution • Design a new course • Objectives
1.To make students understand the processes of design and construction (the technical aspect) 2.To make students understand the roles and functions of key players (management)
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Proposed solution • Concept of DIY
– Integrate theory + practice explain + doing
– Multi-disciplinary
Role play representing architects, engineers, surveyors, constructors
– ‘Near-real’ work environment
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Proposed solution • The course design • Integrated multi-disciplinary project
(AQS 1301)
• Life project
– Brief + project planning – Site inventory + analysis + estimating – Design + construction drawings + BQ – Construction – Motivation, leadership
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Proposed solution • The course delivery • Within a semester (3rd Semester 8 full weeks) • Three parts
Part 1 Lecture and tutorials (week 1-4) Part 2 Studio + critic (week 1-4) Construction (week 5-8) Part 3 Motivation camp (week 4)
• Assessment
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Observation 2001 - 2004 • Course started 2001 • Projects
– Recreational park (01), Bus stop (02) – Gateway (03), Gazebo (04)
• Observations on the students 1.Enjoyed the ‘near-real’ environment (they
design, they construct, under supervision, assisted by skilled workmen)
2.Understand better the processes of design and construction
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Observation 2001 - 2004 • Observations on the students 3.Understand better the roles and functions of key players (architects, engineers,
surveyors, constructors)
4.Creative in solving problems 5.Disputes happened (in all aspects of the processes)
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Case study – The Gazebo • The course delivery – the gazebo (‘04)
– 150 freshmen + 4 staff – Design + construction – Area of site 40m2 (gazebo = 9m2) – Cost limit RM20,000.00 (GBP2,900.00) – Duration 1st March 04 – 20th May 04 – Assisted by 2 skilled workmen – Completed within budget but delayed by 3 months
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Case study – The Gazebo
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Case study – The Gazebo
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Impact to student • Simple survey
– Students that have been involved – 25 out / 23 returned (92%)
– Results
– Understand design + construction 83% – Understand roles and functions of key players 70% – Understand leadership + communication 61% – Results correlates with observations
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Conclusion • AQS 1301 achieved its objectives • The concept of DIY is instrumental in making AQS 1301successful • AQS 1301 should be continued _____________________________ • Constraints in delivery
– Budget – suitable sites – Large no of students
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Acknowledgments
• Co-author Syed Khuzzan • IIUM • BEEC 05
Thank you
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