QUSU08027 2012 Multidisciplinary Capstone Project 2
This is designed as a total problem based learning module in order to develop students’ critical thinking, analytical, ethical and problem solving skills required of construction professionals working in a complex built environment. Quantity Surveyors will work as part of a multidisciplinary team, involving Construction Project Managers, Interior Architects, Structural Engineers and Health & Safety Professionals, on a multifaceted community based project while being facilitated by lecturers.
On completion of this module the learner will/should be able to;
Develop team-working skills, individual confidence and appreciate the need for self-directed learning and CPD
Synthesise solutions to multi-faceted problems through a sharing of perspectives and experiences
Develop professional judgement through the encouragement of logical and analytical approaches
Enhance professional transferrable skills through the development of oral/written presentation and research skills, report writing
Evaluate courses of action in situations of uncertainty and under conditions of commercial pressure
Demonstrate an ability to reflect critically on work undertaken, outcomes of decisions and evaluate learning achieved, competencies gained and decisions for future planning
Module Assessment Strategies
Elemental Cost plan (Based on Interior Architects Designs and Structural Engineers Scheme Designs)
Schedule of savings to meet clients budget
Final written presentation report encompassing:
Introduction giving brief details of the site, location, designs and features which will
have significant cost implications
Brief description of the form of construction of each element.
Two elemental cost plan summaries (one for each Structural Design Scheme).
Analyse estimating and cost planning functions, tender documentation, contract signing
Sound decision making based on a clear understanding of the evidence presented and consider possible courses of actions available
Integration of the subject areas of the programme to demonstrate the overall cost management of the design and construction process
Comments on accuracy and risk.
Qualifications and exclusions
Overall Discussion on trends in construction costs, market forces, current economy, influences and tendering conditions.
Comments on whole life costing (future maintenance costs, replacement of materials).
Comments on any sustainable features/technology.
Health & safety aspects influencing the costs in construction.
Appreciation the need for further research into options, methods, data and materials
A conclusion and Client recommendation.
Appendix I - A detailed estimate of the works in an Elemental Cost Plan format using Buildsoft Software.
Further Appendices – minutes of meetings (both Design Team and Quantity
Surveying), query/assumption sheets, site visit notes, photographs, marked-up
Final Design Team Oral Presentation attended by the client guest design-team professionals, facilitators and other teams:
Presentations will last approximately a half hour (including questions from the floor) and are to be supported by PowerPoint presentation software.
Professional dress required.
The Presentation is not the forum for discussing your learning experiences from undertaking the project or your experience of working within multidisciplinary teams.
Furthermore individual disciplines should not be discussing topics outside their area of expertise.
Individual report encompassing:
an account of the works they carried out
how they operated as a team member,
details of collaborating with Construction Project Management, Interior Architecture and Civil Engineering students,
Reflection in-, on- and for-practice, learning journals (records of reflection),
rationale for rejection of options not selected, adopted course of action and critical appraisal of the results
details of learning experiences which took place,
problems experienced in the process and how these problems were overcome.
Include any significant learning experiences as a result of undertaking the assignment through teamwork
recommendations on how to improve the process.
Give an account of how the assignment reflects the design team’s role in industry.
This document is to be supported by a timesheet indicating the time periods and dates that you worked on the assignment and a brief description of the work that you carried out during each time period. References of all documentation consulted in the process should be included in Harvard style referencing.
Include Appendices of any minutes, notes, or other material to support your report.
Coursework & Assessment Breakdown
|Title||Type||Form||Percent||Week||Learning Outcomes Assessed|
|1||Continuous Assessment||Continuous Assessment||UNKNOWN||100 %||OnGoing||1,2,3,4,5,6|
Full Time Mode Workload
|Problem Based Learning||Computer Laboratory||Multidisciplinary Capstone Project 2||4||Weekly||4.00|
|Independent Learning||UNKNOWN||Multidisciplinary Capstone Project 2||3||Weekly||3.00|
Part Time Mode Workload
|Problem Based Learning||Online||Multidisciplinary Capstone Project 2||2||Weekly||2.00|
|Independent Learning||UNKNOWN||Multidisciplinary Capstone Project 2||5||Weekly||5.00|
Moon, J.A. (2006) 2nd ed. Learning Journals: A Handbook for Reflective Practice and Professional Development, Routledge
Schön, D. (1983) The Reflective Practitioner, London, Temple Smith
Smith, J. & Jaggar, D. (2006) 2nd ed. Building Cost Planning for the Design Team, Butterworth-Heinemann
Tunstall, G. (2006) 2nd ed. Managing the Building Design Process, Butterworth-Heinemann
Multidisciplinary Project Joint Brief, Department of Civil Engineering and Construction – revised and updated annually by Multidisciplinary Facilitators
Quantity Surveying Brief, Quantity Surveying Facilitator
Lam, T. Y. M. (2008) Teaching Strategy for Inspiring Critical Thinking Required by Construction Professionals, RICS Construction and Building Research Conference COBRA 2008, Dublin, 4 to 5 September 2008.
Lam, T. Y.M. (2008) A Group-based Multiple Assessment Strategy for Construction-related Subjects, Journal for Education in the Built Environment, Vol. 3, Issue 2, pp. 46-62 (17).