1. Effective learning via large- group student projects Alastair Watson Chris Preece School of Civil Engineering University of Leeds Learning and Teaching Conference 5 January 2007

2. Large enough?

3. BIG teams + BIG projects Five day fieldcourse: 3 project teams 18 students per team Large scale engineering projects …

4. June 2005: Barcelona Tower

5. June 2005: Hydroelectric Dam

6. June 2005: Ravenspurn Oil Rig

7. June 2006: Millennium Galleries

8. June 2006: Kingsgate Bridge

9. June 2006: Ravenspurn Oil Rig

10. June 2007: Naples Station

11. June 2007: Brewers Wharf

12. June 2007: Barcelona Tower

13. The Constructionarium

14. BBC

16. Chris Wise Expedition Engineering Part-time Chair in Creative Design at Imperial College

17. Late 2002 Peter Goring –John Doyle Construction Chris Wise –Expedition Engineering Challenged to increase student understanding of: ConstructionDesign Theory

18. Participation 2003 –Imperial College (temporary site in London) 2004 –Imperial College (NCC at Bircham Newton) 2005 –Imperial College, Leeds University 2006 –Leeds University, Imperial College 2007 –Liverpool, Northumbria, Cambridge + Dundee, UCL –Leeds University, Imperial College

20. Compound 2 Compound 1 Main Lake + Dry Dock  Pumping main Deep Lake Estuary High Ground + Gorge Constructionarium site = 2 hectares

21. Establishment Organisation –company, funding etc. NCC –permanent site progressively developed Project Packs –progressively developed + refined Triangles Contractor Designer University

22. How Leeds do it!

23. The LU interpretation Contractor –Shepherd Construction (York) –materials, plant, site staff Designer –Arup (Leeds Office) –resident engineer + new project design Student Project Teams –students pre-allocated into balanced teams –self managed + site hut + daily review meetings –real projects at reduced but substantial scale –deliver safely; on time and on cost!

24. Module CIVE3160 Construction Site Fieldcourse www.engineering.leeds.ac.uk/constructionarium L3 module spanning L2 and L3 –timing unusual Limit number of places (3@18  54 students) –an application process Open to all level 2 students –students wishing to proceed on MEng programmes are strongly recommended to take the module

25. Aim and Objectives Give students an opportunity to work under site conditions –site safety training –gain knowledge of construction techniques –define and agree scope of work –plan work to a budget –agree programme –monitor costs and programme  Constructability

26. Assessment 20% Individual project report –pre-fieldcourse assignment –design & construction of the real project 50% Project team group mark –assessed by Shepherd Construction + Arup –ten assessment criteria 30% Individual evaluation report –post-fieldcourse assignment –reflective review

28. Application process Initial briefing (December 06) –indicate interest via website Main briefing (January 07) –formal application via website Allocation of places (February 07) –students profiled (academic + experience) –pre-allocated into balanced project teams

29. Fieldcourse timetable Friday (1 June 07) –H&S briefing by Shepherd Construction –team roles form issued  allocate –project packs issued  start planning Sunday –depart to Bircham Newton –evening briefing/presentations

30. Fieldcourse timetable Monday –site induction  access site –power tool training –tender accepted  start work Site hours –08.00 to 18.00+ Friday –complete + review projects –presentations + return to Leeds

31. Health and Safety Major concern + educational objective –formal student safety declaration –SC health and safety plan for site –all project teams have a safety manager with assistants –no activity without a SC approved MS + RA –health and safety inspectors visit to site (SC) Risk Assessments –designer ► SC ► project teams –NCC + LU

32. Student response

33. Student Feedback

34. Student Comments 1 An insight into the workings of a site which cannot be replicated in a lecture theatre. So much was learnt throughout the fieldcourse that it is hard to describe. I learnt first hand what its like to fix steel, pour and vibrate concrete and set out under the pressure of a time restraint.

35. Student Comments 2 A great help in visualising design problems. I learned a great deal about construction, engineering and even myself. The challenges presented by the fieldcourse pushed me, forcing me to think under pressure and find solutions to what would seem to be impossible situations.

36. Student Comments 3 I returned with a much greater knowledge of the industry, construction and how a site works - which I have since found very valuable. The whole group relied on you to have whatever was needed ready on time. As team leader I constantly had to think ahead.

37. Student Comments 4 It was a great feeling seeing what we had all been working towards finally come together. A fantastic atmosphere to work in. I did not realize how much health and safety influences the construction process.

38. Student Comments 5 Civil Engineering is not all about numbers and those complex equations but also has a lot to do with constructability. I have learnt a very useful lesson about how design is related to construction. The most important thing I learnt is how critical communications are on site.

39. Teamwork Organisation Communications Interdependence Self confidence New friendships

40. Closure

41. Summary An example of “active” learning. Learning benefits considerable and wide ranging, including: team building, team management, planning, health and safety, costing, physical skills, knowledge of materials and construction techniques, working to deadlines, coping with uncertainty. Extremely positive student feedback.

42. Final Student Comments I would rate the fieldcourse as excellent and would highly recommend it to any student engineer. A fantastic experience and I definitely recommend it to everyone The best learning experience that I have ever had so far.