Brief CV
Dr Vittorio Tramontin Place, date of birth: Cagliari (Italy), 26/04/1979 Current position: Senior Lecturer, Construction Studies Programme, University of KwaZulu-Natal Address: Centenary Building, Howard College Campus, Mazisi Kunene Road, Durban Email: [email protected]
Vittorio Tramontin is a senior lecturer in the Construction Studies Discipline at the School of Engineering of the University of KwaZulu-Natal (UKZN - Durban). He also is a registered professional engineer with the Engineering Council of the province of Cagliari (Italy) since 2004 and a Green Star South Africa Accredited Professional (New Buildings) with the Green Building Council of South Africa since 2012.
Vittorio has extensive experience in teaching in academic and professional environments, in research projects and professional works, particularly on sustainable construction, building design and technology. His research activities primarily focus on green building design, sustainable construction technologies, green retrofit of buildings, energy efficiency in buildings, passive building design and education for sustainable construction. His approach is strongly informed by principles of interdisciplinarity to address the sustainability challenge in the built environment.
He holds a five-year degree (summa cum laude, 2003) and a PhD in Building Engineering (2010) from the University of Cagliari (Italy). At this university, he worked from 2008 to 2011 as a contract researcher and two-year research fellow in the Department of Architecture. He continued his research activities as a post-doctoral researcher in Civil Engineering at UKZN (2012-2014), and later as a Lecturer in the Property Development Programme (2014-2016) and as a Senior Lecturer in the Construction Studies Discipline at the same university. He has published several articles in journals and conference proceedings and presented at numerous international conferences in the areas of sustainable construction and green building.
Vittorio has acquired extensive experience in teaching in the areas of Construction Technology, Building Design, Sustainable Construction and Energy Efficiency in Buildings. His approach to education is strongly shaped by the synergy between his practice as a teacher in higher education, as a teacher in professional training courses, and his experience as a professional building engineer in the construction industry. These complementary experiences have critically contributed to form his ideology about teaching and learning in his discipline, as a synergistic process aimed at creating the conditions that allow students to build their cognitive structures and develop the necessary theoretical and practical skills in order to address the complex challenges faced by the professionals of the built environment.
After several years as teaching assistant at the University of Cagliari, in 2011 he was lecturer at the Faculty of Architecture of the same university in the core module "Integrated Laboratory of Building Design and Construction 2 – module of Building Technology" and since 2014 he has lectured primarily in modules about Construction Technology and Processes in the Property Development/Construction Studies Programme at UZKN. From 2008 to 2011 he also was lecturer in seminars, professional training courses and Continuing Professional Development courses on Green Building Technology and Energy Efficiency in Buildings for professional councils and associations in Italy (e.g. Engineering Council, Building Surveying Council of the Province of Cagliari). He has successfully supervised or co-supervised 17 postgraduate students across three institutions and various disciplines (Faculty of Engineering -Building Engineering Discipline- and Faculty of Architecture, University of Cagliari, Italy; School of Applied Sciences, University of Cranfield, UK; School of Engineering - Property Development/Construction Studies and Civil Engineering disciplines, UKZN). In recognition of his teaching ability, he was awarded the prestigious Distinguished Teacher Award in 2016 from the University of KwaZulu-Natal. At the same institution, he also received the Best Lecturer Award for the Property Development Programme for 2015 and 2016.
Vittorio also worked for over seven years as a professional building engineer and consultant in Italy for engineering and architectural firms for several projects focused on sustainable construction principles, some of which were awarded international prizes (e.g. International competition for the hospital “SS. Annunziata”, Sassari, Italy - 1st prize; International competition for the Pertusillo bridge, Italy - honourable mention) and displayed at international exhibitions (e.g. Design Research Laboratory TEN Exhibition, Architectural Association London 2008; Architectural Biennial Beijing 2006).
University of KwaZulu-Natal School of Engineering | Construction Studies Discipline Howard College Campus | Centenary Building | Durban 4041
Teaching Portfolio [Submission for the HELTASA/CHE National Excellence in Teaching and Learning Awards]
Dr Vittorio Tramontin Senior Lecturer
Table of contents
1. Introduction _____________________________________________________________________________ 1
2. Philosophy of teaching and rationale for approach to education ____________________________________ 2
3. Methods of teaching and supervision _________________________________________________________ 5
3.1. Teaching methods ____________________________________________________________________ 6
3.2. Postgraduate supervision methods _______________________________________________________ 9
4. Methods of assessment ___________________________________________________________________ 11
5. Peer and student evaluation of my teaching ___________________________________________________ 13
5.1. Student evaluation of my teaching ______________________________________________________ 13
5.2. Comments of students included in the UKZN QPA reports on student evaluation ___________________ 14
5.3. Student evaluation of my postgraduate supervision _________________________________________ 15
5.4. Peer evaluation ____________________________________________________________________ 15
6. Publications and research studies on higher education ___________________________________________ 15
7. Curriculum development __________________________________________________________________ 16
8. Special recognition of teaching _____________________________________________________________ 16
9. References _____________________________________________________________________________ 17
Appendices to the Teaching Portfolio ____________________________________________________________ 18
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University of KwaZulu-Natal
School of Engineering
Construction Studies Discipline
1. Introduction
This Teaching Portfolio constitutes a self-reflection and a critical analysis of my teaching and learning philosophy, approach, strategies and current practice. The document primarily focuses on the outcomes of my experience as a lecturer and senior lecturer in the Property Development/ Construction Studies Programme at the University of KwaZulu-Natal (UKZN), which I joined in 2014. However, my ideology and approach to teaching and learning are the results of a development and refinement process over 12 years of experience in construction education.
My experience as a teacher comprises both teaching and supervision in academic environments and in professional skills training. The main steps in my career as a teacher can be summarised as follows:
Eight years of experience, of which three during my PhD studies, as an undergraduate and postgraduate teaching assistant, including the co-supervision of Master candidates, at the Faculty of Engineering and the Faculty of Architecture of the University of Cagliari (Italy) in the fields of Construction Technology, Building and Architectural Design (Modules: Building Technology 1, 2 and 3, Architectural Design 2, Integrated Laboratory of Production and Construction of Buildings, Renovation and Preservation of Buildings. Average classes size: 75 students). Since 2008, I have been awarded Teaching Fellow (“Cultore della Materia”) for the Italian Scientific Disciplinary Sector “Building Design”.
Contract lecturer in 2011 in the undergraduate core module "Integrated Laboratory of Building Design and Construction 2 – module of Construction Technology" (class size: 60 students) and supervisor of Master students at the Faculty of Architecture of Cagliari.
Lecturer from 2008 to 2011 in professional training courses, Continuing Professional Development courses and seminars for professional councils and associations in Italy on Energy Efficiency in Buildings and Green Building Technology (e.g. Building Surveying Council and Engineering Council of the Province of Cagliari, Vocational Building School of the Provinces of Northern Sardinia - classes with up to 250 learners).
2012-2014: Post-doctoral researcher in Civil Engineering at UKZN, with responsibilities of co-supervision of BSc final-year research dissertation students and MSc students in Civil Engineering.
April 2014 - August 2016: lecturer in the Property Development Programme at UKZN [undergraduate modules: Construction Technology & Processes 1A (16 credits, module coordinator; average class size: 55 students), Construction Technology & Processes 1B (16 credits, module coordinator; average class size: 50 students); postgraduate modules (2014): Research Methodology (16 credits, co-lecturer, class size: 18 students), Research Report (24 credits, co-lecturer, class size: 17 students). Supervisor and co-supervisor of BSc Hons, MSc and PhD students in Construction Management, Quantity Surveying and Civil Engineering].
September 2016 - present: senior lecturer in the Construction Studies Programme at UKZN [undergraduate modules: Construction Technology & Processes 1A (16 credits, module coordinator; class size: 54 students), Construction Technology & Processes 1B (16 credits, module coordinator; average class size: 40 students); postgraduate modules: Research Report (32 credits, co-lecturer, class size: 35 students); guest lecturer in Research Methodology (16 credits, class size: 40 students). Supervisor and co-supervisor of BSc Hons, MSc and PhD students in Construction Management, Quantity Surveying and Civil Engineering].
Postgraduate supervision: I have successfully supervised 5 Master students in Architecture at the University of Cagliari (Italy), 6 BSc Hons students in Quantity Surveying at UKZN, and successfully co-supervised 4 Master students in Building Engineering at the University of Cagliari, 1 MSc Eng student in Civil Engineering at UKZN and 1 MSc student in Environmental Management for Business at the University of Cranfield (UK). Currently I supervise 1 MSc student in Construction Management, 1 MSc student in Civil Engineering, 1 PhD student in Civil Engineering, 8 Hons students in Quantity Surveying/ Construction Management, and co-supervise 2 PhD students in Civil Engineering at UKZN.
The present portfolio illustrates my philosophy of teaching and a critical reflection on my practice. The document is structured in core sections articulating the following: my philosophy of teaching and the rationale for my approach to education; my methods of teaching and supervision; my methods of assessment; peer and student evaluation of my practice; my research studies on higher education; my activities related to curriculum development; and finally the recognitions that I received on teaching. Then, a series of appendices are attached to corroborate, expand and provide evidence of the aspects discussed within the portfolio.
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2. Philosophy of teaching and
rationale for approach to education
My career in higher education started in 2004. After several years spent at the Faculty of Engineering and the Faculty of Architecture of the University of Cagliari (Italy) as a teaching assistant, PhD candidate, research fellow and contract lecturer, in late 2011 I moved to South Africa to gain experience by working in the highly challenging context of a developing country. I joined UKZN firstly as a Post-Doctoral researcher and since 2014 as a lecturer and later senior lecturer in the Property Development/ Construction Studies Programme within the School of Engineering. My main areas of expertise in teaching are Construction Technology, Building Design and Green Building. At UKZN, I have taught undergraduate modules and postgraduate research-oriented modules, and primarily I have been responsible for the two modules about Construction Technology and Processes for first level students in the Property Development and Construction Studies disciplines. These are core modules within the BSc degree and are critical to reach the aim of the programme of equipping students with the necessary skills about construction in order to work effectively in the industry.
My approach to education is strongly shaped by the synergy between my practice as a teacher in higher education, as a teacher in professional skills training (the main steps in my career in teaching are summarised in section 1), and my experience as a professional in the construction industry. In fact, I also worked for over 7 years as a professional building engineer in the construction industry. These complementary experiences have critically contributed to form my ideology about teaching and learning in construction disciplines, as a synergistic process capable of creating appropriate scaffolding to allow students to build their cognitive structures and develop the necessary theoretical and practical skills in order to address the complex challenges faced by the professionals of the built environment.
In my career, I have worked with very different groups, in terms of number of learners, age, cultural background, qualification, expectations, content and aim of the learning activity. This has required a continuous sophistication and customisation on an ad hoc basis of my teaching approach and methods. In fact, as observed by Ramsden (1992:102), “good teaching is open to change”. This is a key principle in the transition towards the “Learning Paradigm” (Barr and Tagg, 1995: 13), which is related to the evolution of the function of universities from institutions essentially for teaching to institutions responsible for learning, joining teaching and research (CHE, 2004). This vision has strongly been implemented by UKZN (UKZN, 2012a).
The rationale for my approach to education therefore lies in a constructivist paradigm primarily based on student-centred methods aimed to transformative learning. My teaching practice, inspired
by the theories of Ramsden (2003), is aimed at creating the conditions for an actual conceptual change in the learners that reflects in a qualitative change of their cognition of reality and in a permanent capacity change as the main result of the learning process. This personality change represents the foundation to achieve the higher level of learning identified by Illeris (2007), the transformative learning. Transformative learning is based on constructivist notions of cognitive development: students should gradually build and change their knowledge structures in order to accommodate and develop new knowledge (CHE, 2004).
Teachers are responsible to create the framework able to promote a learning environment suitable for developing deep learning, which is essential to produce transformative learning. Deep learning that improves understanding, retention of knowledge and skills is a primary goal of the new policy on Teaching and Learning of UKZN (UKZN, 2012a). However, especially with first-level students, as in my current practice with undergraduate classes at UKZN, achieving transformative learning is often a challenge, particularly due to the diversified background of students and the demanding transition from the high school system, in which students often limit their understanding to “absolute knowing” (Magolda, 1992, as cited in Moon, 2008:103), to the university environment (in this regard, I recently published a research study on the main barriers in higher education experienced by past students in our programme: see appendix 1). Therefore, I try to implement mechanisms to stimulate students towards more advanced levels of learning (transitional, independent and possibly contextual knowing (Moon, 2008)). These mechanisms are certainly constrained by the size of class, but limited sizes such as those I currently deal with at UKZN offer greater scope for action. In particular, I believe that the role played by a motivational learning environment set by the teacher, which should stimulate the engagement of students in the learning process, for example through varying teaching styles and the promotion of multiple learning strategies, is critical in this sense. My aim is to allow students to gradually build their knowledge through the social interaction, through inquiry-based processes and the engagement in class, through the mediation of the teacher acting primarily as a facilitator of the learning process, through the practical experience in the real world outside the classroom and the interaction with industry stakeholders (see appendix 5A for an example of assignments based on the practical experience gained on a construction site). Also, promoting the simulation of real world problems can increase the ability of students to think critically, to solve problems and can improve their capacity of building cognitive structures. Through this
approach I intend knowledge not as “cumulative and linear”, but “as a nesting and interacting of frameworks” (Barr and Tagg, 1995: 21). My purpose is not a
“In general, he loves and cares for his work. One is easily inspired and motivated to work hard and be the best because he gives his best to his students.”
[Ms Dineo Makeki, undergraduate student, solicited testimonial – appendix 6D-3]
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knowledge transfer but the creation of an environment “that brings students to construct knowledge for themselves” (Barr and Tagg, 1995: 15).
Contact-based studies represent the model of study undertaken by the majority of South African higher education students (62% in 2011: DHET, 2012) and adopted by
UKZN. Therefore, the ability of the teacher to establish an efficient work relationship with students during the contact sessions and consultation time is vital for a successful learning process. In my practice, the core of this relationship is the mutual respect between the instructor and the learners (my approachability and care towards students has been acknowledged according to their comments included in the UKZN Quality Promotion & Assurance (QPA) reports on student evaluation: see section 5.2 or appendices 6A and 6B; see also the testimonials from students, appendix 6D). The teacher should play multiple roles (guidance and mentor, expert in the discipline, facilitator, advisor, motivator, team coach, etc.) which should be calibrated and emphasised according to the learning context, the specific class and level. I consider this adaptive behaviour a
critical quality of a good teacher in a student-centred model (figure 1).
With regard to my specific area of expertise, my mission at UKZN is to enhance student learning in the field of construction through a holistic and integrated approach oriented to develop sustainable solutions for the South African built environment (see figure 2 showing the keywords for the undergraduate modules that I teach at UKZN).
In my practice as a teacher I have always put great effort into linking the fundamentals of building design and construction technology to the principles of sustainability, energy efficiency and green building. I strongly believe that the sustainability principles should not be addressed only as supplementary topics, but the core subjects in construction-related disciplines such as construction technology must necessarily incorporate the contemporary requirements of sustainability and investigate how these requirements affect the evolution of the subject itself (in this regard, I recently published some papers and presented these at conferences on education for sustainability and energy efficiency: see appendix 1. Also, appendices 4B and 5B provide examples of the course material I have developed for undergraduate courses to deal with aspects of sustainability and green building, with particular regard to the South African context). This purpose is strongly linked with the objectives of my research activity, being green building and sustainable construction my main research areas.
South Africa aims to educate the country to achieve energy efficiency through “awareness campaigns,
Figure 1. Diagram showing my vision of the multiple roles of a teacher in the transition from the “Instruction paradigm” to the “Learning
paradigm” (Barr and Tagg, 1995: 15) based on a student-centred approach
RESPECT
MUTUAL
“Green building and green technology were terms that most of us hear about in passing but this all changed when Dr Tramontin took us for construction technology & processes. He was able to infuse and make it relevant to our course and its potential applications within the
African landscape”
[Mr Mazwi S Ndlovu, class rep for 2014-2015-2016, solicited testimonial – appendix 6D-1]
“Through his mentorship and consultations I was able to formulate an independent understanding of construction technology […]”
[Mr Siyethemba Cele, undergraduate student, solicited testimonial – appendix 6D-2]
“Overall I would say that I learnt a lot from this module”
[Comment included in the QPA report on student evaluation of
ENPD1TA 2015 – appendix 6A]
“Dr. Tramontin was always well prepared and is consistently thorough in all aspects, regarding teaching, assessments, and in providing as much material as possible to facilitate our learning and understanding. There are no faults that I can find in his work. He is an excellent lecturer”
“Dr Tramontin has an excellent approach in his teaching, and is very knowledgeable about all topics studied. He is also very approachable and works hard at being as assistive as he can, and is always available for consultation and to offer additional help”
“Lecturer was very approachable and showed a genuine care towards students. Very professional in his work°
[Comments included in the QPA report on student evaluation of ENPD1TB 2015 – appendix 6A]
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Construction Studies Discipline
demonstration programmes, audits and education” (DME, 2009: 10). However, the research production about sustainable construction is quite limited in the country, as well as the academic programmes focusing on this topic. Thus, promoting these themes within the Property Development Programme and the newly established Construction Studies Programme at UKZN can also represent an
opportunity to differentiate the programme itself, promote the collaboration with other universities in South Africa and abroad (internationalisation), and stimulate a more research-intensive academic environment. This could lead to long-term research that is effectively transformational and is oriented to produce a more sustainable South African built environment. All these purposes are definitely aligned with the key principles set out in the White Paper for Post-School Education and Training (DHET, 2013).
Incorporating in my teaching practice topics of sustainable construction also contributes to promote more environmentally and socially responsible citizens, which is one main goals of the UKZN Policy on Teaching and Learning (UKZN, 2012a), following an approach
to education based on a “social reform perspective” (Pratt, 1998: 11) aimed at learning able to promote a better society. Also, focusing on an emerging and so sensitive topic for the community on a global scale can encourage staff and students to engage more actively in the international debate. The current limited development of this topic in South Africa can represent an additional value to attract students in consideration of the future increasing need in the country for professionals with specialist competencies in sustainable construction.
Dealing with the topic of sustainability within the learning process implies to address construction problems from multiple perspectives, including various and conflicting viewpoints (Espinosa et al., 2008). The topic of sustainability is strongly interdisciplinary, therefore my teaching practice is firstly based on an integrated and transdisciplinary approach (Figure 2 and 3), which favours problem solving and problem setting methods and attempts to integrate principles of construction technology, building engineering, project and construction management, architectural design with concepts of green building, sustainable design thinking and resource efficiency (see appendix 4B for
“The passion for passing on knowledge and sharing his research in construction related topics and green building has left many of us feeling inspired to do more. Dr Tramontin is an asset to the young minds within the University of KwaZulu-Natal.”
[Mr Mazwi S Ndlovu, class rep for 2014-2015-2016, solicited testimonial – appendix 6D-1]
Figure 3. Holistic, integrated and transdisciplinary approach in my teaching practice
)
Figure 2. Keywords and main topics in my current teaching practice (extract from my course material)
“He’s very knowledgeable, extremely well organised […]; he applies teaching strategies that encourage critical thinking and holistic approach”
[Dr Claudia Loggia, peer evaluation through the relevant QPA report,
appendix 6E]
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Construction Studies Discipline
examples of the course material/slides I have developed on green building and energy efficiency in buildings, or appendix 5B for examples of relevant assessment tasks).
My approach is oriented to let students understand buildings as integrated complex systems, debating each topic through a holistic approach that addresses problems from a variety of perspectives (Nixon, 2008), and relates construction aspects to environmental, social and economic implications (Figure 3), which are the three pillars of the sustainable development (UN, 2000).
Since I joined UKZN, I have been focusing my practice on the South African reality and relevant challenges that need to be faced in the local construction industry and built environment. I have also put effort into linking the criteria of social sustainability with the South African ubuntu philosophy, according to the “Africanization” goal for South African higher education promoted by Higgs and van Wyk (2006). Discussing research outputs on case studies regarding sensitive sectors for the local built environment, such as low-cost housing, might strengthen the awareness of the social implications of construction (see appendix 4A including pictures from site visits to the new low-cost housing development in Cornubia, Durban). This can be a way to address indigenous values and problems and at the same time relate them to global problems for the contemporary society such as the sustainable development. On the other hand, considering my experience abroad, I also refer to the current advancement and best practices in the international context (see appendix 4C for examples of instructional slides about contemporary topics discussed through video presentations and class debate sessions). This aims to stimulate students to embrace the challenge of competing in a global market at international scale, as set out in the principles of the Policy on Teaching and Learning of the university (UKZN, 2012a).
In terms postgraduate supervision, I started my supervision activity in 2006 at the University of Cagliari in Italy. Until 2012 I had successfully graduated there as supervisor 5 Master students in Architecture (4 cum laude) and as co-supervisor 4 Master students in Building Engineering (3 cum laude). Since I joined UKZN I have been working to advance research particularly on the areas of green building, sustainable construction, green infrastructure and construction education. Since my appointment as a lecturer in 2014, I successfully supervised 6 BSc Hons in
Quantity Surveying and successfully co-supervised 1 MSc student in Civil Engineering at UKZN and 1 MSc student in Environmental Management for Business at the University of Cranfield (UK). Currently, I supervise 1 MSc student in Construction Management, 1 MSc student in Civil Engineering, 1 PhD student in Civil Engineering, 8 Hons students in Quantity Surveying/Construction
Management, and co-supervise 2 PhD students in Civil Engineering at UKZN.
According to the categories identified by Lee and Murray (2015), my approach to supervision primarily focuses on “critical thinking” and is oriented to encouraging students to question and analyse continuously their work, its consistency and the logical connection between the various stages of the research. I consider the role of the supervisor primarily as a mentor, guidance, advisor and motivator, available to a continuous dialectical discussion and debate with the students. I believe that the role of the supervisor is essential to provide effective intellectual, logistic and moral support, and a continuous revision of the progress of the study conducted by the students, in order to encourage them to perform as best they can and develop confidence in their capability as researchers (see appendix 6B: extract of a QPA report on student evaluation of postgraduate supervision, providing evidence of the appreciation of my supervision from students).
Following the research-led nature of UKZN (UKZN, 2012a), I believe that encouraging and involving students, even at Hons level, in presenting at conferences, publishing the outcomes of their study and engaging in the debate on their research topic (I published with most of the postgraduate students that I have supervised or co-supervised at UKZN), is extremely important in order for them to take research-based studies as an important step for their professional growth.
3. Methods of teaching and
supervision
Since I joined UKZN as a lecturer, I have devoted great effort into improving teaching and learning practices within the Property Development and the Construction Studies curriculum. The transition towards a transformative learning-based model in South African higher education has been supported by the development of institutional teaching and learning strategies able to lead the change (CHE, 2004), as implemented by UKZN through the principles set out in the Policy on Teaching and Learning (UKZN, 2012a), which my teaching strategies are informed by. The refinement of my teaching methods has been influenced by the completion of the UKZN Education Induction Programme (UEIP), particularly the modules on Teaching and Learning, Assessment and Research Supervision, and the “Studio Based Construction Learning Workshop” (Cape Town, 2013) (see appendix 3, including relevant certificates).
“Dr Tramontin is very humble, patient and motivational. He meets with me once per week and he always promotes progress and he never criticizes without reason and justification.”
[Comment included in the QPA report on student evaluation of postgraduate supervision – appendix 6B]
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3.1. Teaching methods
The teaching strategies and style that I adopt in first level are very different from the criteria that I use while working with honours students and postgraduate supervision. First-year students at UKZN show a wide variety of cultural background and abilities. My teaching strategies are respectful of these differences and the level of initial understanding of students, and aim at fostering their engagement in the learning process. I promote group interaction within the
class and a peer/shared learning environment, for example through video presentation/class debate sessions (see appendix 4C for examples of slides with the instructions for a video presentation/class debate session based on group work activity, which I adopt to foster student interaction and promote a more in-depth understanding of specific topics, through videos edited ad hoc to improve the understanding on specific topics), and base most learning activities and required tasks on group working (see appendix 5A for an example of a group work assignment). This can aid in filling possible gaps in student preparation derived from secondary education, in sharing experience derived from different cultural background and in equipping students for the teamwork reality which characterises the construction industry. Students must learn from the very beginning how to relate to and work with colleagues to reach a common objective, often finding mediated solutions and trade-offs. This promotes the development of professional skills and critical thinking, and can act as an adaptation measure to face the
often problematic transition from secondary education to university environment and relevant workload, in line with the “small-group interaction tutorial-driven models” suggested by the Green Paper for Post-School Education and Training to “assist underprepared students to make the transition to a successful university career” (DHET, 2012: 42).
I adopt a completely open door policy so that if first year students need further assistance, I am available to provide further clarification, explanation, especially to motivate them, encourage their thinking, reflection and discussion. During the contact sessions I clarify and highlight the purposes and intended outcomes of each session and learning task (my approachability, motivation and the clarity in the organisation of my courses have been highlighted by students as one of my strengths in the UKZN QPA reports on student evaluation: see appendix 6A or comments extracted by the reports and included in section 5.2), I indicate preparatory readings for the various topics (evidence is provided in appendix 2: example of a module outline), and I highlight the importance for students of addressing the various topics from the perspective of future built environment professionals. I try to stimulate their own critical thinking, making connections with previous knowledge and other modules, thus trying to maximise their awareness of their gradual knowledge and skill development (Figure 4). I often highlight that problems must be assessed by multiple perspectives and in the construction industry rarely there is only one solution/answer and unique way to solve them. Students must critically think about the problem and find their own way to face it, with a combination of understanding, gradual knowledge creation, critical
“When attending Dr Tramontin’s lectures one cannot help but feel that an empowering process is taking place when learning. The high quality in class presentation, the well compiled notes and well planned classes is hard to ignore as a student which makes us fulfilled to attend. It is during his classes we learnt what it is to be a professional in practice”
[Mr Mazwi S Ndlovu, class rep for 2014-2015-2016, solicited testimonial – appendix 6D-1]
Aspects facilitated well:
“Everything... from our
audio visuals being
available to us on Moodle
to our lecturer constantly
engaging us and making
sure we are not left
behind...”
[Comment included in the
QPA report on student
evaluation of ENPD1TB
2015 – appendix 6A]
Figure 4. Framework showing the topics, assessment methods and horizontal integration between the two undergraduate modules that I teach at
UKZN (this framework is presented to students using zooming and animation techniques)
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Construction Studies Discipline
thinking, passion and creativity. They are the centre of the learning process, and the environment that I try to create aims at “helping students develop expertise” (Samuelowicz and Bain, 2001: 320) in my discipline.
In order to stimulate first year students to build their knowledge and achieve deep learning, I particularly try to enhance the “content dimension” of learning (Illeris, 2009: 11) by including emerging topics that are crucial for the contemporary society and professionals (e.g. sustainability, as mentioned in the previous section), and to emphasise the “interaction dimension” and “incentive dimension” of learning (Illeris, 2009: 11), by creating a motivational learning environment. A positive and cooperative learning environment is demonstrated to have positive impact on students (Biggs, 1999) and is fundamental to provide the impulses that initiate a constructivist learning process and let students grow as independent learners. I attempt to stimulate students through such a
motivational and cooperative learning environment using complementary methods of engagement in the learning process for a more comprehensive experience, varying from more traditional aural and read/write teaching styles to more appealing and enjoyable visual and kinaesthetic approaches.
I often alternate during the sessions the teaching mode, switching from formal lecturing and aural style, to more visually-driven methods (e.g. video presentation, slideshow of construction sequences, photos of construction sites), to group discussion and debate session, analysis of practical examples/ case studies and tutorials (see appendix 4 and relevant sub-appendices for evidence, particularly 4A, 4C, 4D). I extensively use visual communication, graphic design (image editing, flowcharts, diagrams, animations, zooming techniques, etc.) and video editing as tools to attract, engage students, simplify concepts, stimulate logical connections and keep their attention alive. Visual literacy is in fact an essential component of science and technology education (Felten, 2008). I have developed extensive course material to facilitate learning (e.g. slides, videos edited ad hoc for a more in-depth and holistic understanding of specific topics: see appendix 4 and relevant sub-appendices 4A, 4B, 4C, 4D for an extract from my teaching material), which has been
acknowledged by students to be of great assistance to foster their learning and succeed in the modules (see comments from QPA reports in section 5.2, relevant appendix 6A and solicited testimonials in appendix 6D). All the material that I provide students is complemented by references for their self-study (e.g. within the slides). I extensively use online resources such as Moodle to structure clearly the teaching material provided to students and facilitate their access to information. I also foster the practical experience gained on construction sites as a critical step to enhance student learning in my discipline, through assessment tasks based on a progressive experience on site (see appendix 5A for an example of these tasks). These types of tasks can promote effective field experiential learning in construction disciplines and represent a strategy that has often been adopted in the Property Development and Construction Studies disciplines at UKZN to strengthen student learning and gradual knowledge creation on construction-related problems. I strongly believe that a vibrant and dynamic learning environment, which stimulates students through different strategies of teaching and learning and multiple methods of engagement in the learning process, is fundamental to achieve transformative learning.
Through these strategies, I interpret teaching in the meaning promoted by Ramsden as “a process of working co-operatively with the learners to help them change their understanding” (Ramsden, 2003:110), using also a “developmental and nurturing perspective cultivating ways of thinking and conceptual change”, as observed by Pratt (1998: 11). Within this process, listening to students is an effective way that I adopt to decide how to customise the different strategies and styles to the specific class: from the reaction of students during the sessions, from their inquiries, I believe that it is possible to find an appropriate calibration.
My teaching and assessment methods particularly favour problem solving focused on case-based learning and problem-based learning (figure 5), following the overarching philosophy of the Property Development Programme and particularly of the newly established Construction Studies discipline at UKZN (see appendix 5B for an extract from an assignment regarding problem-based tasks on green building technology, or questions included in the tests or exam papers, appendix 5C and 5E). Previous literature clearly indicated a preference of learners to this method rather than conventional teaching, because it aids to develop stronger decision-making (Albanese
“As we know students can easily get distracted during class at times and he has a great way of enabling his students to engage in class through different teaching methods” [...] “The power point presentations are colourful, animated and well put together (the power of visuals is
amazing) […]”
[Ms Dineo Makeki, undergraduate student, solicited testimonial – appendix 6D-3]
“Dr. Vittorio Tramontin is an excellent lecturer and made this module not only thoroughly enjoyable, but more than made provision for the resources which we needed to succeed in the Module”
“I especially enjoyed learning via videos or visual part of the module. It’s hard for one to forget something they have seen with their
eyes.”
[Comments included in the QPA report on student evaluation of ENPD1TA 2015 – appendix 6A]
“I found the delivery of each lesson to be very insightful and again helps in combining theoretical knowledge with practical application which is fundamental in construction education.”
[Mr Siyethemba Cele, undergraduate student, solicited testimonial – appendix 6D-2]
Aspects facilitated well:
“Relation between theory in
class and practical experience”
“Application of the theory learnt
in class”
[Comments included in the QPA
report on student evaluation of
ENPD1TA and ENPD1TB 2015
– appendix 6A]
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Construction Studies Discipline
and Mitchell, 1993) and professional skills toward the goal of wise action, ability of critical thinking, inquiring, accessing appropriate information and problem solving. These skills are critical for students that will become 21st century professionals to manage the complexity that characterises the continuously evolving dynamics of the construction industry, strongly affected by a rapid technological advancement (Barnett, 2000; Magolda and King, 2005).
I have largely engaged in advancing my
teaching methods towards more innovative approaches such as studio-based learning focused on problem setting methods oriented to deal with design/ambiguous problems in the construction field. The aim of studio-based learning is to stimulate more cross-disciplinary analyses, emphasise critique, student proposition and also develop deeper professional skills and stronger identities of students as independent learners (Monson, 2013). Studio-based learning emphasizes group working and active collaborative learning (Johnson et al., 1991; Smith and Waller, 1997), and is defined as “a shared learning environment in which ambiguous problems are addressed iteratively through multimodal analysis, proposition, and critique” (Monson and Poros, 2003, as cited in Brocato, 2009: 139) (Figure 5, 6 and 7). It is a more emphasised student-centred and student-driven teaching and learning approach, which gives more responsibility to learners and stimulates discussion, class participation, critical thinking and independent capacity of learning. The teacher is primarily a facilitator that moderates the process and manages the assessment tasks accurately in order to stimulate students to find out their best way to reach the learning
targets and develop a strong capacity of building knowledge (Monson, 2013).
With cultural diversity and mixed abilities being main features of South African higher education students (CHE, 2007; DHET, 2012), studio-based learning might constitute an ideal approach to stimulate learning in higher education in South Africa. By promoting a peer-to-peer learning environment and experience sharing, studio-based learning can also aid in facing proactively the shortcomings of the school system which negatively affect student performance, as highlighted by the South African Council on Higher Education (CHE, 2007), and could be beneficial also to enhance social integration within the student community. Also, observing the successes, failures and feedback provided to peers participating in the same group or learning environment can contribute to beliefs in one’s own capabilities, strengthen motivation and self-efficacy beliefs, or to adopt self-regulatory behaviours (Pajares, 2008). With this approach, students develop powerful skills in managing effort, finding resources, and building a knowledge base for new problems, and are therefore more prepared to the real world of professional problem solving of the construction industry.
This approach was encouraged and implemented when I taught at the Faculty of Architecture of Cagliari in 2011 (see appendix 6C which includes the student evaluation of the module that I taught there, providing evidence of the excellent response and feedback from students). In line with the new philosophy that has inspired the review of the Property Development curriculum and the development of the newly established Construction Studies Discipline at UKZN, particularly under the guidance of the Programme Coordinator Prof Theo Haupt, we made a first attempt of implementing a construction studio-based learning approach with first-year students in 2015, by integrating the module of Construction Technology and Processes 1A with the module of Construction Drawing. I worked in a coordinated manner with the lecturer in that module (Dr Claudia Loggia) to constructively integrate content delivery, teaching and learning strategies (e.g. using team-teaching), and assessment tasks of the two subjects (see appendix 2: course outline
Transdisci-plinary
approach
methods
Holistic and
integrated approach
approach
Problem solving
Problem setting
Studio-based learning
Figure 5. Relationship between my approaches and methods of teaching and learning (sectional perspective by P. E. Pisano, J. Pisano, V.
Murgia, N. Manunza and V. Picchiri, semester project for the Integrated Laboratory of Design and Construction of Architecture 2 – module of Construction Technology, 2011, Faculty of Architecture, University of Cagliari, lecturer: V. Tramontin).
“His method of using real life practical examples to relate to the theory being applied in class proved to be one of Dr Vittorio’s strengths, as this made the module not only more comfortable to understand but more engaging for the students and in my opinion a more beneficial
experience.”
“With regard to assignments, tests and other assessments, Dr Vittorio once again applied his notion of blending classroom theory with practical everyday problems. In this sense all assignments proved to be beneficial to students as it provided an extra source of information that helped to further our knowledge on what we had been taught in class.”
[Mr Isharlan Pillay, undergraduate student, solicited testimonial –
appendix 6D-4]
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Construction Studies Discipline
of the studio for first year students in 2015). The positive evaluation from students through the UKZN QPA report demonstrated the positive response of students to this approach (see appendix 6A including relevant QPA report). However, the implementation of such an integrated approach in the programme was not without challenges. The main ones were related to the need for an appropriate infrastructural support to exploit the full potential of studio-based learning. In particular, this refers to the need for a suitable physical environment, with combinable desks, flat-floor classrooms, laptops, availability of several power sockets, walls to pin documentation and drawings, etc. Recently completed buildings in the Howard College campus, designed on the basis of principles of flexibility promoting learners’ interaction and engagement, have classrooms or tutorial rooms with such a suitable layout.
I am currently working in close cooperation with the colleagues of the Construction Studies Programme to implement such a construction studio-based learning approach more holistically and extensively within the future development of our programme, as a critical teaching and learning method to achieve transformative learning in construction-related disciplines (see appendix 8 for a testimonial of my contribution to curriculum development).
3.2. Postgraduate supervision methods
When dealing with honours students and postgraduate supervision, the maturity of the students and the more advanced learning objectives, in terms of higher thinking skills according to the Bloom’s revised Taxonomy (Anderson and Krathwohl, 2001), imply different approach and strategies.
Particularly for supervision, face-to-face debate through frequent meetings on a regular basis, facilitation, provision of logistic, moral and operative support, prompt revision and constructive feedback on the material submitted (e.g. via email or through meetings in person) are the main methods that I utilise to motivate students to perform their best, be successful and produce meaningful research. The clarification of the expected outcomes for
Figure 7. Studio-based learning as potential improvement of teaching practices in my discipline (information
edited and developed from: Monson, 2013)
Systemic Principles
Problem Solving
Problem Setting
Linear Instruction
Case-based Learning
Studio-based Learning
“Word Problem”
Problem-based learning
Faculty controls process(Passive students)
Student controls process(Faculty as “ tutor“)
Figure 6. Relationship between learning strategies, problem solving and problem setting (source of the diagram: Monson, 2013)
Best aspects of supervision:
“Meeting him every week to discuss our progress, having him help us in creating a time frame to use for our project and his availability is just helping us a lot for constant advice”
“To a large extent my supervisor has be very encouraging and supportive and this has helped me in achieving certain targets”
[Comments included in the QPA report on student evaluation of postgraduate supervision – appendix 6B]
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the various steps of the study, as sort of milestones, and the arrangement of a clear work plan are also strategies that I adopt to facilitate the advancement of the research conducted by students. Advising students about appropriate literature, approaches and methods to develop research, academic writing, procedures, following the guidelines provided by the university, also are essential steps in my practice. However, in the case of postgraduate supervision I generally let the students take the initiative and be more proactive, in order to take greater responsibility for the advancement of the process and develop higher-level professional skills and deeper critical thinking as independent learners/researchers (Lee and Murray, 2015).
My competence as supervisor has been acknowledged through the successful completion of the UKZN Education Induction Programme, which included a specific module about “Supervising Research in Higher Education” (see appendix 3 for relevant certificate). Also, I received very good feedback from my students confirming the creation of a supportive
environment for their best performance (see appendix 6B including an extract of a UKZN QPA report on postgraduate supervision, which demonstrates a positive opinion of students on my supervision activity). I often organise group sessions for supervision, which are beneficial to stimulate a constructive criticism within the group about individual student work, to strengthen potential synergies between the various studies and foster a more cooperative learning environment. Table 1 summarises my overall experience as supervisor/co-supervisor.
My strategy for postgraduate supervision is closely aligned to the purpose of my research activity, which aims to advance research on the topics of green buildings and sustainable construction in the local context, also because this ties with the activities of already established research groups of the School of Engineering of the university. The final aim of this research and supervision process (Figure 8) is to create critical mass and excellence on this topic at UKZN. Related objectives are to foster collaboration with
Role Degree University Student Title of the thesis/dissertation
Co-Supervisor MSc Environmental Management for
Business (excellent)
University of Cranfield (UK), School of Applied
Sciences F. Seguro
Social impact assessment of renewable energy for energy poverty reduction in rural South Africa [2015, other supervisors: Dr G. H. Drew, Dr A. Encinas-Oropesa]
Co-Supervisor MSc Eng (Civil) University of KwaZulu-Natal (South Africa), School of Engineering
T. NaickerGreen concrete. An Investigation into the use of waste materials for concrete applications in the South African construction sector [2015, Supervisor: Prof C. Trois]
Supervisor BSc Hons Property Development (QS)
University of KwaZulu-Natal (South Africa), School of Engineering
V. MoodleyEducation for energy efficiency in buildings: Challenges for UKZN undergraduate programmes in preparing future design team members to implement the new energetic requirements in buildings in KZN [2015].
Supervisor BSc Hons Property Development (QS)
University of KwaZulu-Natal (South Africa), School of Engineering
A. Parbhoo An investigation into the final users perception of green buildings in KwaZulu-Natal [2015]
Supervisor BSc Hons Property Development (QS)
University of KwaZulu-Natal (South Africa), School of Engineering
M. M. Wanda
The primary factors that Quantity Surveying students need to overcome in order for them to successfully complete their undergraduate studies at the University of KwaZulu-Natal within the minimum prescribed time [2015]
Supervisor BSc Hons Property Development (QS)
University of KwaZulu-Natal (South Africa), School of Engineering
S. Sundayi An investigation into the cost-benefit implications of green buildings in the KwaZulu-Natal building industry [2015]
Supervisor BSc Hons Property Development (QS)
University of KwaZulu-Natal (South Africa), School of Engineering
S. Tembe Challenges to the implementation of water harvesting technologies in the construction of low-cost housing in the eThekwini region [2015]
Supervisor BSc Hons Property Development (QS)
University of KwaZulu-Natal (South Africa), School of Engineering
Y. NaickerMeasuring BIM performance, regarding Time Reductions and Cost Savings in the South African AEC Industry. A Case Study Approach [2015]
Supervisor Master Degree in
Architecture (cum laude)
University of Cagliari (Italy), Faculty of
Architecture A. Gravellu
“Criteri progettuali e regolamenti per architetture sostenibili nei contesti italiano e spagnolo. Proposta progettuale di un insediamento residenziale nel Comune di Assemini secondo il protocollo GBC-Home” (Comparison of design criteria and regulation for sustainable buildings in the Italian and Spanish context. Design proposal of a middle-income housing settlement in the Municipality of Assemini based on the GBC-Home rating tool) [2012]
Supervisor Master Degree in
Architecture (cum laude)
University of Cagliari (Italy), Faculty of
Architecture S. Pitzalis
“Criteri progettuali e regolamenti per architetture sostenibili nei contesti italiano e spagnolo. Proposta progettuale di un insediamento residenziale nel Comune di Assemini secondo il protocollo GBC-Home” (Comparison of design criteria and regulation for sustainable buildings in the Italian and Spanish context. Design proposal of a middle-income housing settlement in the Municipality of Assemini based on the GBC-Home rating tool) [2012]
Supervisor Master Degree in
Architecture (cum laude)
University of Cagliari (Italy), Faculty of
Architecture M. A. Pisano
“I metodi a punteggio quale strumento guida per la progettazione di architetture sostenibili. Progetto di un centro polifunzionale a Quartu Sant’Elena secondo i criteri del protocollo LEED Italia” (Green building rating tools as guidelines for sustainable design. Design proposal of a mixed-use centre in Quartu Sant’Elena following the criteria of the LEED Italy rating tool) [2012]
Supervisor Master Degree in
Architecture (cum laude)
University of Cagliari (Italy), Faculty of
Architecture S. Soddu
“I metodi a punteggio quale strumento guida per la progettazione di architetture sostenibili. Progetto di un centro polifunzionale a Quartu Sant’Elena secondo i criteri del protocollo LEED Italia” (Green building rating tools as guidelines for sustainable design. Design proposal of a mixed-use centre in Quartu Sant’Elena following the criteria of the LEED Italy rating tool) [2012]
Supervisor Master Degree in
Architecture
University of Cagliari (Italy), Faculty of
Architecture A. Secchi
“Verso la riqualificazione di aree industriali periurbane dismesse: progetto di un insediamento residenziale sostenibile nei margini lagunari di Santa Gilla a Cagliari” (Towards the regeneration of peri-urban industrial areas. Design proposal of a sustainable residential development in the borders of the lagoon of Santa Gilla in Cagliari) [2011]
Co-supervisor Master Degree in
Building Engineering (cum laude)
University of Cagliari (Italy), Faculty of
Engineering M. Saddi
“Prestazioni energetiche e benessere ambientale degli edifici scolastici in area mediterranea. Progetto di una nuova scuola per l’infanzia a Sanluri (VS)” (Energy performance and indoor comfort in school buildings in the Mediterranean climate. Design optimisation and energy performance assessment of a primary school in Sanluri) [2009, supervisor: Dr M. Basciu]
Co-supervisor Master Degree in
Building Engineering (cum laude)
University of Cagliari (Italy), Faculty of
Engineering L. Passiu
“Recupero sostenibile di un edificio rurale a Oristano” (Sustainable renovation of a rural building in Oristano) [2009, supervisor: Dr C. Loggia]
Co-supervisor Master Degree in
Building Engineering
University of Cagliari (Italy), Faculty of
Engineering A. Floris
“Progettazione di un edificio ad alta efficienza energetica a Cagliari” (Designing an energy efficient building in Cagliari) [2008, supervisor: Dr M. Basciu]
Co-supervisor Master Degree in
Building Engineering (cum laude)
University of Cagliari (Italy), Faculty of
Engineering E. Serra
“Nuovi scenari di progetto per la città di Cagliari. Ipotesi di recupero del 68° deposito carburanti A.M.” (New urban regeneration scenarios for Cagliari: refurbishment and transformation of the 68th fuel deposit A.M.) [2007. Supervisor: Prof C. Aymerich]
Ongoing supervision: Supervisor of 1 MSc student in Construction Management, 1 MSc and 1 PhD student in Civil Engineering, 8 BSc Hons students in Construction Management/Quantity Surveying, co-supervisor of 2 PhD students in Civil Engineering at the University of KwaZulu-Natal, South Africa
Table 1. Summary of my experience in supervision
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Construction Studies Discipline
other departments of UKZN, other universities, research centres and industry, and secure funding by developing more transdisciplinary and collaborative research. This framework is aimed to attract final-year students and motivate them to continue with MSc and PhD research.
4. Methods of assessment
An important step for a critical reflection on my assessment strategies was the completion of the UEIP module on “Assessing Learning in Higher Education” (see appendix 3 including the relevant certificate). Assessment strategies and tasks “can offer rich teaching and learning opportunities for both teachers and learners” (Spiller, 2012: 3). I believe that if effective assessment strategies are implemented, these can provide guidance and feedback to learners and help them enhance their ability, identify their strengths and weaknesses, and develop confidence in a subject and in their learning process. Also, teachers can obtain valuable feedback for improving their quality of teaching and the relevant learning produced: as observed by Ramsden (2003), assessment is an integral part of teaching and is critical for improving teaching.
Informed by these principles, I adopt assessment methods in order to implement a constructive alignment (Spiller, 2012) with the learning outcomes and teaching methods, in line with UKZN policies (UKZN, 2012a; UKZN, 2012b). The assessment strategies and methods that I adopt at UKZN are also informed by the legacy of the Property Development Programme in order to give continuity with the tradition and recent past towards the achievement of the learning outcomes required by the professional councils. In particular, I am thankful to the guidance offered to me by Prof Rob Pearl during the first year in which I joined the programme and thereafter by Prof Theo Haupt, whose
role and coordination of the programme have been certainly critical to ensure a successful teamwork to reach high standards in teaching and learning in our discipline and positive student evaluation.
From the UKZN QPA student evaluation reports it is evident that students acknowledged the achievement of the alignment between teaching methods, assessment and learning for the modules that I coordinate and teach. There is also evidence of an improvement in the evaluation of the assessment category in the QPA questionnaire from the first semester of 2014, in which I co-lectured in Construction Technology and Processes 1A, to the following semesters in which I coordinated the modules and tried to improve and diversify more the assessment methods (for the modules that I coordinated since I joined UKZN as a lecturer, I received an average of 91% on the questions of the QPA questionnaire regarding the reflection between assessment and learning outcomes, and an average score of 91% on the overall assessment section. See appendix 6A: extract from UKZN QPA reports).
As main learning outcomes of the first-year core modules that I teach at UKZN (Construction Technology and Processes 1A and 1B), students are expected to understand the basic principles and processes involved in the construction of small-scale residential buildings in the South African context, with particular regards to materials, building elements and services, construction technologies and methods, construction management and sequences, best practices and critical issues. Also, developing capability of application and critical thinking skills on the mentioned aspects is considered an important aim for the learning process in this discipline (see appendix 2 for an example of my module outline). I already mentioned in section 2 that the approach I attempt to implement in my teaching and learning practice and transmit to students, is primarily holistic, integrated and transdisciplinary, by considering the building as an integrated system in which each part affects the whole system and must be evaluated with reference to the greater whole. Thus, also the assessment tasks are often oriented to challenge students to demonstrate that a particular building element, technique or component should be always considered by multiple perspectives, including pros and cons at different levels (e.g. social, environmental, economic) and finding often trade-off solutions (for example between advanced technology and cost implications) (see, for example, appendix 5C or 5E)
In my discipline, it is particularly important that students develop awareness that the construction and building sector is technology-driven and continuously evolving. Therefore, the need for learning the basic principles is certainly essential, but the development of critical thinking able to access appropriate information, understand the processes, develop a critical point of view and problem solving skills taking advantages of the evolution of materials and technology, should be promoted as an essential aim of the learning process in
Figure 8. Research and supervision aims
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Construction Studies Discipline
this field since first level. Some of the assessment tasks are therefore inspired by these principles and specifically focus on problem-based learning (the importance of basing learning on problems for future construction industry professionals has already been highlighted in section 3). These assessment tasks often challenge the students to simulate real
world problems of the construction industry and practical issues that may be faced on construction sites (see appendix 5A for an example of an assignment for which students have to investigate specific aspects of existing construction sites and develop independent research, liaise with construction industry stakeholders, and critically combine the information gained during the contact sessions with the literature and experience acquired on site).
Informed by the principles set out by the UKZN Policy on Assessment (UKZN, 2012b), I adopt assessment strategies that are multi-modal, comprising formative and summative assessment, and flexible to adapt to the variety of student needs. Some tasks are broken down into stages to provide valuable formative feedback to improve students’ performance towards summative assessment (see appendix 5D for feedback sent by email after intermediate formative assessment/revision). My assessment methods are generally organised through assessments over the semester and a final written examination, according to the relevant university policy (UKZN, 2012b). The assessments over the semester are implemented mainly through assignments (e.g. report/essays, site reports, oral presentations) and tests (see appendix 2 for evidence).
The assessment tasks that I adopt are usually informed by the Bloom’s taxonomy and revised Bloom’s taxonomy of cognitive objectives (Anderson and Krathwohl, 2001) to stimulate students to put effort into gradually developing higher order thinking skills. Assignments usually include a set of tasks/problems/ questions, to be conducted individually or in group, which vary from basic assessment tasks (e.g. terminology, identification and explanation of building elements, construction methods, sometimes with the aid of sketches) to more complex ones that aim to assess higher order thinking skills (e.g. application of the concepts to specific boundary conditions, investigation on case studies or construction sites, short essays requiring a critical discussion on specific topics or problems about building technology).
Formal tests usually include a certain number of the above-mentioned tasks, varying the complexity according to the progress of the learning process, in order to lead the students gradually towards higher order levels of thinking, whose assessment should be also included in the final exam. The final examination
includes generally a set of tasks, mainly open-ended questions, reports/essays, including sketches, diagrams and construction details (see appendices 5A, 5B, 5C, 5E for various types of assessment tasks).
Reaching higher order thinking skills is challenging especially for first-year students, because they need some time to acquire new notions, develop skills to manipulate the complexity of construction technology, apply the information, and develop their critical thinking on the subject and their capacity of building cognitive structures. This process should be gradual and progressive, therefore the major assignments that I usually give students are oriented to foster active and long-term engagement of students with the learning tasks, which is a strategy recommended by Ramsden (1992) to encourage a deep approach to learning. A possible way to promote this long-term engagement in my specific field can be through assignments requiring reports or essays that allow students to assimilate the concepts, reflect on these, relate knowledge with other topics of the same subject and different courses, organise the information, mature and express their opinion. This can be emphasised by relating the tasks to the practical experience that students can gain on a real construction site, which can stimulate effective experiential learning (see appendix 5A for an example of assignment requiring a long-term engagement from students with tasks related to a real construction project and site, or other evidence provided by testimonials from students, e.g. appendix 6D-2).
In the construction technology field, I consider that a powerful tool to assess jointly different levels of thinking is constituted by construction details. Details represent the connection between elements, showing how the integrated system works. Therefore, by drawing a detail the student can demonstrate to know the terminology, to be able to identify the elements, explain how they work and their function, apply the elements within the required boundary conditions and inputs, show how each element is linked to the others and how the different elements are combined effectively in a whole, select appropriate components, materials and configurations to obtain the required performance, and finally provide a suitable ad hoc solution for the proposed problem. This offers the opportunity to test thinking skills of students at various level. Therefore, I usually include tasks requiring students to provide construction details within my assessment practice and particularly in the final summative assessment/exam (see appendix 5E).
I extensively adopt group work assessment tasks for assignments, which can help promote social interaction and discussion within the class and are “a good
“I found the assessment material to be beneficial in terms acting as extra study material and exposure to real life situations associated with this module.”
[Mr Isharlan Pillay, undergraduate student, solicited testimonial – appendix 6D-4]
“Assignments were well equipped and understandable and classes very effective.”
[Comment included in the QPA
report on student evaluation of
ENPD1TA 2015 – appendix 6A]
“The approach was to assign students with long term assignment […]. What I found really effective was his delivery of the module, with the progressing weeks in class we are covering all the aspects of the assignment in the classes. To me this approach I found very helpful because it was essentially a semester long tutorial in which you can apply the knowledge in lessons to the development of the assignment”
[Mr Siyethemba Cele, undergraduate student, solicited testimonial – appendix 6D-2]
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preparation for life after graduation” (Orr, 2010: 301), particularly in a field such as the construction industry in which teamwork is essential for the success of a project. Finding mediated solutions within a group also enhances the discussion and critical thinking on problems. Group assessment tasks include generally reports and oral presentations (see appendix 5A including an example of a group work assignment requiring also a final oral presentation). This last method aids in improving student communication skills and self-confidence, and in creating a shared learning environment in which the students contribute more actively to the learning process and to the growth of the whole class. Also, presentations are effective in providing immediate constructive feedback to improve student performance through strengthening motivation and self-efficacy beliefs or through adopting self-regulatory behaviours when comparing with others (Pajares, 2008).
For the various assessment tasks, I usually provide students with specific guidelines regarding the explanation of the assessment criteria, in order to provide guidance to learners (Bloxham et al., 2011) and in line with UKZN Policy on Assessment (UKZN, 2012b) (see appendices 5A and 5E for examples of assessment criteria for reports, essays and detail drawings). According to that, sometimes I require the students to self-assess their work to force them to evaluate its quality and their learning, and to revise it accordingly, emphasizing the formative aspect of assessment and student responsibility (Andrade and Du, 2007). I also complement the assignment documents with specific submission requirements to guide the students in the preparation and compilation of the final document to submit. Generally, the performance of students was fair or good in my modules, with a pass rate usually higher than 80% (see appendix 5F for the mark distribution on the UKZN Student Management System).
I strongly believe that a supportive environment through formative assessment and regular feedback can help students understand that learning from their
mistake is a method to strengthen their performance, in line with what was observed by Spiller (2011) and is suggested by UKZN Policy on Assessment (UKZN, 2012b). Constructive feedback is also critical to improve their development as independent learners (Brown, 2007) and to promote a self-reflection and possible behavioural adjustments. For each assessment task, I devote much time to providing constructive descriptive feedback
to students (see appendix 5D for some examples) to guide them towards future improvements (Ferguson, 2011), both individually through descriptive detailed comments on the submitted documents or tests, and via online resources (e.g. Moodle) as general instructional feedback to the whole class or by email for example after the intermediate revision or final assessment of group work tasks.
5. Peer and student evaluation of my
teaching
5.1. Student evaluation of my teaching
I have generally received a very positive evaluation of my teaching at UKZN from students through the QPA reports on student evaluation (see appendix 6A for extracts from some of these). In particular, I received an overall score of:
81.5% in ENPD1TA - Construction Technology and Processes 1A in 2014 based on 49 students answering the questionnaire (70%) out of 70 registered;
88.9% in ENPD1TB - Construction Technology and Processes 1B in 2014 based on 45 students answering the questionnaire (73%) out of 62 registered;
88% in ENPD1TA - Construction Technology and Processes 1A in 2015 based on a response rate of 90.5% out of 42 registered students;
91% in ENPD1TB - Construction Technology and Processes 1B in 2015 based on a response rate of 87.2% out of 39 registered students;
91% in ENPD1TA - Construction Technology and Processes 1A in 2016 based on a response rate of 70.3% out of 37 registered students;
93% in ENPD1TB - Construction Technology and Processes 1B in 2016 based on a response rate of 75% out of 36 registered students;
92% in ENPD1TA - Construction Technology and Processes 1A in 2017 based on a response rate of 47.1% out of 51 registered students;
The evaluation categories “lecturer” and “assessment” have achieved the most favourable feedback from students (around or above 90% in most cases), demonstrating the acknowledgement from a
“The feedback received on assignments were not based purely on the credibility of the work but also to help ensure that students had the right idea of the topics being discussed as well as to provide advice on how to improve their overall understanding of the topics covered. Dr Vittorio did not only criticize work based on the overall quality but also in terms of what might help to improve the work as well as the students’ understanding, in this sense he applied an impartial method of criticism that benefitted all students.”
[Mr Isharlan Pillay, undergraduate student, solicited testimonial – appendix 6D-4]
“My supervisor is always giving feedback that is constructive and positive all times always tries his best to make sure we go the correct direction.“
[Comment included in the QPA report on student evaluation of postgraduate supervision – appendix 6B]
“I feel that the module is at its maximum best.”
Aspects facilitated well:
“Every aspect that the lecturer covered, he did his best we cannot ask for
more.”
[Comments included in the
QPA report on student
evaluation of ENPD1TB
2015 and ENPD1TA
2015 – appendix 6A]
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student perspective of my competency in the subjects, approachability, helpfulness of the teaching material that I prepare, quality of my teaching practice, consistency of the assessment methods with the learned content, feedback provided, horizontal and vertical integration with other subjects. These aspects have been confirmed by testimonials of my students who demonstrated recognition and appreciation for my work (see appendix 6D).
5.2. Comments of students included in the UKZN QPA reports on student evaluation
Some of the anonymous comments of the students which are included in the QPA reports on student evaluation of the modules that I have taught at UKZN and which support the high evaluation scores that I received are cited hereunder.
ENPD1TA 2015 Comments on the aspects of the module facilitated well:
“All aspects, from the content to the application; as well as the help
offered whenever it was needed.” “Relation between theory in class on practical experience” “I think all areas were facilitated well and the lecturer explained the work in detail and prescribed the best books for self studying.” “The overall content, I especially enjoyed learning via videos or visual part of the module. It’s hard for one to forget something they have seen with their eyes. I like the way the lecturer structured his notes, very professional and he is easy to approach” “Student Interaction” “Every aspect that the lecturer covered, he did his best we cannot ask for more. His system of using videos was very effective and we appreciated that.” “All aspects were covered well” “all topics were clearly discussed and explained” “Assisting us with assignments I feel that the lecture really did well and the lecturing he really put effort into it” “Dr. Vittorio Tramontin is an excellent lecturer and made this module not only thoroughly enjoyable, but more than made provision for the resources which we needed to succeed in the Module” “Overall I would say that I learnt a lot from this module and the lecturer was good at what he does.” “I think all in all the lecture tried all his best to help us understand the Module, that's all.”
ENPD1TB 2015 “Dr. Tramontin was always well prepared and is consistently thorough in all aspects, regarding teaching, assessments, and in providing as much material as possible to facilitate our learning and understanding. There are no faults, that I can find, in his work. He is an excellent lecturer” “I think all the aspects of this module were facilitated well” “Organisation of the topics and content delivered. Application of the theory learnt in class” “Everything... from our audio visuals being available to us on moodle to out lecturer constantly engaging us and making sure we are not left behind...” “Assignments were well equipped and understandable and classes were effective” “everything regarding the module was well facilitated” “lecturer was always well prepared” “I feel that the module is at its maximum best” “Dr. Tramontin has an excellent approach in his teaching, and is very knowledgeable about all topics studied. He is also very approachable and works hard at being as assistive as he can, and is always available for consultation and to offer additional help. The module is well structured and is quite thorough in terms of the topics discussed.”
“lecturer was very approachable and showed a genuine care towards students. Very professional in his work”
ENPD1TB 2016 Aspects facilitated well: “Lectures were well planned and we were able to learn a lot. We managed to finish the syllabus even with the strike action.” “The content of the module was very clear, much understandable, also given the fact that tutorial sessions were offered also to broaden our understanding.” “The module was actually facilitated excellently in all aspects” “At first, yes we found difficult to get used to essence of the lecture but as time processed we got used to it all. It's we got to see that there's very friendly and communicating lecturer more than him. He is very fond with students, easy to communicate with.” “The lecturer is amazing beyond belief I honestly believe that if I fail its all my fault, he is seriously amazing I'm not even joking” “The lecturer is the best I can ever find in terms of consultations, assistance and explaining clearly.” ENPD1TA 2017 Aspects facilitated well: “Exposure to built environment at our first assignment. This really taught us a lot about our course and showed us what we are going to be doing for the rest of our lives.” “Lectures were well covered. Good feedback from lecturer” “The lecturer is explaining the basics of construction very well and he is able to channel students from high school to university setting” “Very interesting subject and a good platform to start off with for people just beginning their studies” “The lecture is well-informed about the course and has the best interest at seeing everyone achieve the best of what they are capable of”
In terms of the aspects of my practice that may be improved, few students mentioned the need for more practical application of concepts, for more field trips, for more intermediate assessments (e.g. tests), the request for a more in-depth involvement of students as tutors, the need for more tutorials. I have tried to implement remedial and improvement actions over time to face these possible gaps. In particular, I have introduced intermediate tests since the second semester of 2014 and intermediate revision of the assignments to provide students with constructive feedback to improve the overall learning process (see appendix 5D for intermediate feedback). I have based part of the assignments on the practical experience gained by students on a construction site, including tasks requiring the analysis of real case studies to emphasise the practical implications of this subject (appendix 5A provides an example of these tasks). I have increased the number of tutorials, which are currently delivered through a more structured and probably effective way than before (see appendix 4D for examples of tutorials delivered in 2017) and involved more third-year students as tutors to help first-year students in their work.
The positive evaluation and comments that I received particularly in the last two semesters (appendix 6A) demonstrate an encouraging response to the strategies put in place to address the criticisms highlighted by previous students.
15 | 18 TEACHINGPORTFOLIO | 2017
University of KwaZulu-Natal
School of Engineering
Construction Studies Discipline
5.3. Student evaluation of my postgraduate supervision
Also in terms of supervision, I received very positive evaluation from my students at UKZN through the relevant UKZN QPA reports (see appendix 6B, including an extract from a QPA report on postgraduate supervision). My main strengths according to the opinion of students are strong and effective mentorship, prompt and constructive feedback, organisation and availability, readiness to provide useful material and readings, continuous debate, consultation and revision, problem-solving aptitude, motivational support, good established working relationship and competence in the field.
One student highlighted the importance of participating as research group in international conferences and relevant debate. Last year I tried to arrange something in this line by involving most of my postgraduate students in a local South African conference and by collaborating with them to expand their work, present it at the conference and publish it. However, some advanced research topics require an engagement in the international debate and in conferences abroad, for which I am also planning in collaboration with other research groups to secure funds in order to participate in these activities as a team from UKZN.
5.4. Peer evaluation
In terms of peer evaluation, I received very positive comments on my teaching methods and approach from colleagues (see appendix 6E: example of peer evaluation report), and approval from external examiners of the strategies for summative assessment and relevant coherence with the topics and learning outcomes of the modules that I teach.
The main strengths recognised by colleagues are my competence in the field, organisation and the quality of the teaching material adopted and provided to students, teaching strategies encouraging critical thinking, holistic approach to teaching and learning, approachability to students, professionalism and enthusiasm.
A colleague while observing my lecture mentioned the need for more emphasis in tackling possible “distracting mannerism”. I have therefore put effort into managing a better body language, structuring each session better and clearly so that students can remain focused and have a clear picture on the aim of the session. Also, I have emphasised the interaction with students during tutorial/lecture sessions, involving them
more proactively in the solution of problems given during class, and through video presentation/class debate sessions based on group work activities requiring the students to present in front of the class, in order to keep their attention alive and maintain a constant focus on the topic addressed (see appendix 4C for examples of slides including the instructions for the group work and class debate sessions based on video presentations to improve the understanding of specific topics). The video sessions that I have organised proved to be effective to engage students and received their favourable feedback, as demonstrated by the comments included in the QPA reports and by testimonials (see section 5.2, appendices 6A and 6D-3).
6. Publications and research studies
on higher education
In less than one year from my assumption of duties as a lecturer at UKZN I completed the university Education Induction Programme on teaching and learning, supervision, assessment and development of curricula in higher education (see the relevant certificate included in appendix 3). I have also strengthened my training about higher education in construction through the completion of the workshop “Construction Education Workshop” focused on studio-based learning in Cape Town in March 2013 (see appendix 3 for the relevant certificate). I have also attended regularly conferences in my discipline that include specific sessions on construction education or sustainability education.
I have conducted studies about higher education since I started to work as a lecturer in the Property Development Programme at UKZN. In particular, my research in this area focuses on Construction Education and Education for Sustainable Construction, particularly with regard to the importance of improving the competence of future construction professionals and of promoting a more responsible education for the sustainable development of the built environment. The list of published papers and ongoing studies that I have conducted and I am currently conducting on higher education is included as appendix 1, which also includes the list of the presentations that I delivered at conferences on these topics.
In 2014 I supervised two BSc Hons students in Quantity Surveying at UKZN on these topics, who graduated successfully in 2015. I currently supervise 2 BSc Hons students in Quantity Surveying that are developing studies on higher education for sustainability at UKZN.
I was also selected to chair the session “Construction Education 3” at the ASOCSA 9th Built Environment conference in Durban (2-4 Aug 2015), dealing with the
“The lecturer has developed a clear, well-structured module with interactive material and an extensive literature in support”
“The quality of teaching material developed by Dr Tramontin is extraordinary”
[Dr Claudia Loggia, peer evaluation through the relevant QPA report, appendix 6E]
16 | 18 TEACHINGPORTFOLIO | 2017
University of KwaZulu-Natal
School of Engineering
Construction Studies Discipline
topic of education in construction, and to chair the session “Towards a Renaissance: Student Chapter Workshop” at the ASOCSA 10th Built Environment conference in Port Elizabeth (31 July – 2 August 2016) (see appendix 7 showing the conferences’ programme).
7. Curriculum development
Since 2014 I have been working with the colleagues of the Property Development/Construction Studies Programme to develop and review our curriculum. We have addressed this matter as a teamwork, under the guidance of our Programme Coordinator Prof Theo Haupt. Therefore, over the last two years and a half we have engaged in full-day workshops and staff meetings on a regular weekly basis to discuss and advance the development of the proposal of our new curriculum. We strongly believe that our curriculum needs to be reshaped and adapted to fulfil the requirements of the contemporary and future construction sector and to develop higher-level skills for our graduates to work more effectively in the industry.
The continuous debate with the colleagues regarding the current curriculum review for accreditation purposes, new curriculum development, module development and review, gap analysis, identification of strengths, weaknesses, opportunities and threats for our programme and in relation to its future development has proceeded over the last two years and a half.
I have attended and proactively contributed to all the workshops and staff meetings that we have organised for working on curriculum development and accreditation purposes (more than 80 hours just in 2015 and 2016). We have also organised a Dropbox shared folder with the main files we are working on for these purposes, in order to implement an integrated approach to curriculum development so that everyone of us can provide his/her contribution and continuously update the documents. We have also been engaging in an intensive and continuous debate via email on the same topic.
The new programme (BSc Construction Studies) and all new and revised modules were firstly approved by our Programme and by our Industry Advisory Board, and then submitted to relevant structures for approval.
In particular, I personally developed two new modules (Sustainable Construction 3B, Building Information Modelling 3A), which will form integral part of and represent important subjects for the new proposed programme (see appendix 8 for a testimonial in this regard) being completely aligned with its new vision and mission informed by principles
of transdisciplinarity, sustainability, internationalisation and student-centred paradigm.
Also, I developed together with my colleagues the templates of the six core modules of the new proposed programme (Construction Studio 1A, 1B, 2A, 2B, 3A, 3B), which were mainly prepared during some of the joint meetings/workshops mentioned above in order for all staff to agree with the contents and provide valuable suggestions and feedback. I particularly contributed to the aspects relating teaching, learning and assessment in my main areas of expertise related to Building Design and Construction Technology and Processes. The Construction Studios focus on an inquiry-based constructivist approach that adopts studio-based learning method for teaching, learning and assessment.
Our Academic Leader, Programme Coordinator and Dean are aware of the ongoing process within our Programme and of my significant and robust contribution to this process and teamwork. A testimonial from the Programme Coordinator (Prof Theo Haupt, who has led the overall process of curriculum development), providing evidence of my contribution to curriculum development is attached as appendix 8.
In early 2015 I successfully completed the four modules of the UKZN Education Induction Programme, including the module “Designing and Evaluating Curricula in Higher Education” (see appendix 3).
8. Special recognition of teaching
As mentioned in section 5, I have received very good evaluation of my teaching and supervision practice at UKZN from students through the QPA reports on student evaluation (see appendices 6A and 6B), from testimonials from students and class reps (appendices 6D and relevant sub-appendices).
As an exceptional recognition for my effort and work at UKZN, I was awarded “Distinguished Teacher Award” for the university for 2016 (see appendix 9). A video regarding this award, showing aspects of my practice as a teacher, was prepared by the UKZN Teaching and Learning Office (available at the link https://www.youtube.com/watch?v=aNFGwmaOMgk).
I also was awarded “Best Lecturer Award” for 2015 and 2016 for the Property Development Programme at UKZN (see appendix 9). I have also received good feedback from peers and external examiners on my teaching practice.
As highlighted in section 6, I have been working extensively on research about higher education and particularly Construction Education and Sustainability Education, and I published various papers on these topics in journal and conference proceedings, which I
17 | 18 TEACHINGPORTFOLIO | 2017
University of KwaZulu-Natal
School of Engineering
Construction Studies Discipline
personally presented at the 9th Built Environment conference in Durban in August 2015, at the 10th Built Environment conference in Port Elizabeth in August 2016 and at the World Congress on Sustainable Technology 2016 in London in December 2016 (see appendix 1). These papers aim to advance higher education on construction in order to improve competence of our UKZN graduates, to face gaps in the Property Development curriculum and propose remedial actions, to incorporate sustainability education and energy efficiency as key sectors of higher education for future professionals of the built environment.
As already mentioned in the same section 6, I was selected to chair the session “Construction Education 3” at the ASOCSA 9th Built Environment conference in Durban (2-4 Aug 2015) and the session “Towards a Renaissance: Student Chapter Workshop” at the ASOCSA 10th Built Environment conference in Port Elizabeth (31 Jul - 2 Aug 2016) (see appendix 7).
I have recently been invited to be a member of the peer-review committee for the 11th Annual Higher Education Conference that will be held in Durban in September 2017 (see appendix 7 including the certificate of contribution to the abstract-peer review process) and I contributed as a reviewer to the 7th World Engineering Education Forum 2017 that will take place in Kuala Lumpur in November 2017 (see appendix 7 including the relevant certificate).
9. References
Albanese, M. A. and Mithcell, S., 1993. Problem-based learning: A review of literature on its outcomes and implementation issues. Academic Medicine, 68, 52-81.
Anderson, L., W., and Krathwohl, D., R., 2001. A Taxonomy for Learning, Teaching and Assessing: a Revision of Bloom’s Taxonomy. New York: Longman Publishing.
Andrade, H., and Du, Y., 2007. Student responses to criteria-referenced self-Assessment. Assessment and Evaluation in Higher Education, 32 (2), 159-181.
Barnett, R., 2000. Realizing the university in an age of supercomplexity, Buckingham, UK: SRHE.
Barr, R. B. and Tagg, J., 1995. From teaching to learning – a new paradigm for undergraduate education. Change, 27 (6), 13-25.
Biggs, J., 1999. Teaching for Quality Learning at University. Buckingham, UK: SRHE and Open University Press.
Bloxham, S., Boyd, P., and Orr, S., 2011. Mark my words: the role of assessment criteria in UK higher education grading practices. Studies in Higher Education, 36, no. 6, 655-670.
Brocato, K., 2009. Studio Based Learning: Proposing, Critiquing, Iterating Our Way to Person-Centeredness for Better Classroom Management. Theory into Practice, 48, 138-146.
Brown, J., 2007. Feedback: The student perspective. Research in Post-Compulsory Education, 12(1), 33-51.
CHE (Council of Higher Education), 2007. Higher Education Monitor n. 6: A case for improving teaching and learning in South African higher education. Pretoria: Council of Higher Education.
CHE (Council of Higher Education), 2004. Introduction to the HEQC’s Improving Teaching and Learning Resources. Pretoria: Council of Higher Education.
DHET (Department of Higher Education and Training), 2013. White paper for Post-School Education and Training. Pretoria.
DHET (Department of Higher Education and Training), 2012. Green Paper for Post-School Education and Training. Pretoria.
DME (Department of Minerals and Energy), 2009. National Energy Efficiency Strategy of the Republic of South Africa. Pretoria: Department of Minerals and Energy.
Espinosa, A., Harnden, R. and Walker, J., 2008. A complexity approach to sustainability-Stafford Beer revisited. European Journal of Operational Research, 187, 636-651.
Felten, P., 2008. Visual Literacy. Change: The Magazine of Higher Learning, 40(6), 60-64.
Ferguson, P., 2011. Student perceptions of quality feedback in teacher education. Assessment & Evaluation in Higher Education, 36(1), 51-62.
Higgs, P. and van Wyk, B., 2006. University teaching in South Africa: An African Philosophical perspective. New Directions for Higher Education, 133, 81-90.
Illeris, K., 2009. A comprehensive understanding of human learning. In Illeris, K. (Ed), Contemporary Theories of Learning: Learning Theorists ... In Their Own Words. Milton Park, UK: Routledge, 7-21.
Illeris, K., 2007. How We Learn: Learning and Non-learning in School and Beyond. London: Routledge.
Lee, A. and Murray, R., 2015. Supervising writing: helping postgraduate students develop as researchers. Innovations in Education and Teaching International, 52 (5), 558-570.
Magolda, B. M. and King, P., 1995. Learning Partnerships: Theory and models of practice for self-authorship. Stylus Publishing.
Moon, J., 2008. Critical thinking. London & New York: Routledge.
Monson, C., 2013. Studio Based Construction Learning Workshop, organized by ASOCSA (Association of Schools of Construction of Southern Africa), Rondebosch, South Africa (11-12 March 2013).
Nixon, J., 2008. Towards the virtuous university. New York: Routledge.
Orr, S., 2010. Collaborating or fighting for the marks? Students’ experiences of group work assessment in the creative arts. Assessment & Evaluation in Higher Education, 35 (3), 301-313.
Pajares, F., 2008. Motivational role of self-efficacy beliefs in self-regulated learning. In Schunk, D., H. and Zimmerman, B., J. (Eds), Motivation and self-regulated learning. Theory, research and applications. New York: Routledge, 111-139.
Pratt, D. D., 1998. Five Perspectives on Teaching in Adult and Higher Education. Malabar, USA: Krieger Publishing.
Ramsden, P., 2003. Learning to teach in higher education. 2nd ed. London & New York: Routledge
Ramsden, P., 1992. Learning to teach in higher education. London & New York: Routledge.
Samuelowicz, K. and Bain, D., 2001. Revising academic beliefs about teaching and learning. Higher Education, 41, 299-325.
Spiller, D., 2012. Principles of assessment. Hamilton, New Zealand: Teaching Development Unit, University of Waikato.
Spiller, D., 2011. Assessment Matters: Academic Integrity. Hamilton, New Zealand: Teaching Development Unit, University of Waikato.
UKZN (University of KwaZulu-Natal), 2012a. Policy on Teaching and learning.
UKZN (University of KwaZulu-Natal), 2012b. Policy on Assessment.
UN (United Nations), 2000. United Nations Millennium Declaration.
18 | 18 TEACHINGPORTFOLIO | APPENDICES | 2017
University of KwaZulu-Natal
School of Engineering
Construction Studies Discipline
Appendices to the Teaching Portfolio
Table of contents
APPENDIX 1 List of published papers, ongoing studies and presentations at conferences on teaching and learning in higher education
APPENDIX 2 Example of module outline: Construction Technology and processes 1A 2015 (integrated as a studio with Construction Drawing)
APPENDIX 3
Certificates of successful training in Teaching and Learning in Higher Education: - UKZN Education Induction Programme: Transcript certifying the successful completion of the four modules - Construction Education Workshop focused on Studio Based Learning, organized by ASOCSA (Association
of Schools of Construction of Southern Africa), 11-12 March 2013, Cape Town
APPENDIX 4 Extract from course material
APPENDIX 4A Examples of visual slides developed to facilitate student learning (Construction Technology and Processes 1A and 1B)
APPENDIX 4B Extract from specific course material developed on green building and sustainable construction (Construction Technology and Processes 1B)
APPENDIX 4C Instructional slides for class debate sessions and group work activities based on video presentations (Construction Technology and Processes 1A)
APPENDIX 4D Examples of tutorials (Construction Technology and Processes 1A)
APPENDIX 5 Examples of assessment tasks, assessment criteria, feedback and performance of students
APPENDIX 5A Example of assignment based on the practical experience on a construction site (Construction Technology and Processes 1A)
APPENDIX 5B Extract from an individual assignment, regarding problem-based tasks on green building (Construction Technology and Processes 1B)
APPENDIX 5C Example of test paper
APPENDIX 5D Examples of constructive feedback given to students on individual assessment tasks (test) and group assignments
APPENDIX 5E Examples of exam papers and assessment grading criteria provided to students
APPENDIX 5F Examples of student performance in modules taught at UKZN
APPENDIX 6 Peer and student evaluation of my teaching
APPENDIX 6A Extracts from QPA reports on student evaluation of modules that I taught at UKZN
APPENDIX 6B Extract from QPA report on student evaluation of postgraduate supervision at UKZN
APPENDIX 6C Official student evaluation report on the module I taught at the Faculty of Architecture of the University of Cagliari
APPENDIX 6D Solicited testimonials from students
APPENDIX 6E Example of peer evaluation report on my teaching at UKZN
APPENDIX 7
Further credits regarding conferences or conference sessions on higher education: - Chair of the session “Construction Education 3” for the 9th Built Environment conference, Durban, 2-4 August
2015 - Certificate of contribution to the abstract-peer review process for the 11th Annual Higher Education
Conference, Durban, September 2017. - Certificate of contribution to the peer review process for the 7th World Engineering Education Forum 2017,
Kuala Lumpur, November 2017.
APPENDIX 8 Contribution to curriculum development: testimonial from the Programme Coordinator (Construction Studies, UKZN)
APPENDIX 9
Special recognition/award - “Distinguished Teacher Award” 2016 for the University of KwaZulu-Natal - “Best Lecturer Award” 2016 for the Property Development Programme at UKZN
List of published papers on teaching and learning in higher education:
Tramontin V. and Moodley V. (2016). Sustainability and education: towards improving energy efficiency in buildings through higher education. Journal of Construction, 9 (1): 20-28.
Tramontin V. and Trois C (2016). Implementing a holistic approach to foster higher education for sustainability. Extended abstract published in Shoniregun C. A. and Akmayevathe G. A. (Eds.), Proceedings of the World Congress on Sustainable Technologies 2016 (London, Dec 2016): 12-14.
Wanda M., Tramontin V. and Haupt T. (2016). The evolving competencies of Quantity Surveyors. In the Proceedings of the ASOCSA 10th Built Environment conference, Association of Schools of Construction of Southern Africa, Penhill Estate (South Africa): 13-24.
Tramontin V., Wanda M., Loggia C. and Haupt T. (2015). Higher Education for future Built Environment professionals: barriers experienced by Property Development students in KwaZulu-Natal, South Africa. In the Proceedings of the ASOCSA 9th Built Environment conference, Association of Schools of Construction of Southern Africa, Penhill Estate (South Africa): 26-38.
List of ongoing studies on teaching and learning in higher education:
Trois C., Kimmie R. and Tramontin V.. Promoting synergies between sustainable development principles andengineering education. Extended abstract accepted for full paper submission for the 7th World EngineeringEducation Forum 2017, to be held in Kuala Lumpur (Malaysia), Nov 2017.
Tramontin V., Kimmie R. and Trois C.. Leveraging teaching and learning value towards a sustainable builtenvironment. Extended abstract accepted for presentation and publication in the proceedings of the 11th AnnualHigher Education Conference, to be held in Durban, Sep 2017.
Presentations delivered at conferences related to teaching and learning in higher education:
Selected track speaker at the World Congress on Sustainable Technologies 2016, 12-14 Dec, London (UK), topresent the article “Implementing a holistic approach to foster higher education for sustainability”
Presentation of the paper “The evolving competencies of Quantity Surveyors” at the “ASOCSA 10th BuiltEnvironment conference”, 31 Jul – 2 Aug, Port Elizabeth, South Africa.
Presentation of the paper “Challenges for Higher Education for energy efficiency in buildings in KwaZulu-Natal,South Africa” at the “ASOCSA 9th Built Environment conference”, 2-4 Aug 2015, Durban, South Africa.
Presentation of the paper “Higher Education for future Built Environment professionals: barriers experienced byProperty Development students in KwaZulu-Natal, South Africa” at the “ASOCSA 9th Built Environmentconference”, 2-4 Aug 2015, Durban, South Africa.
UN
IVERSI
TY OF KW
AZULU-
NATAL
PROPER
TY DEVE
LOPME
NT PRO
GRAMM
E
ENPD1T
A H1 -
CONSTR
UCTION
TECHN
OLOGY
& PROC
ESSES 1
A ENP
D1DW H
1 - CON
STRUCT
ION DR
AWING
[CO
NSTRUC
TION S
TUDIO 1
st YEAR 1
st SEMEST
ER]
2015 M
odule O
utline
Instruc
tors:
Dr Vitto
rio Tra
montin
(Const
ruction
Techno
logy & P
rocess
es 1A)
CONSU
LTING T
IMES
Room 1
36
By Ap
pointm
ent
Centen
ary Bu
ilding
Howard
Colleg
e, Durb
an
Tel:
031-26
01183
E-mail :
Tramo
ntin@u
kzn.ac.
za Dr C
laudia
Loggia
(Constr
uction
Drawin
g)
CONSU
LTING T
IMES
Room 1
33
By Ap
pointm
ent
Centen
ary Bu
ilding
Howard
Colleg
e, Durb
an
Tel:
031-26
01771
E-mail :
Loggia@
ukzn.ac
.za
ENPD1T
A H1
COSTRU
CTION
TECHN
OLOGY
AND PR
OCESSE
S 1A |
ENPD1
DW H1
CON
STRUCT
ION DR
AWING
1 | 5
1 COU
RSE OV
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Intr
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n This
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ended
to pro
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a com
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of
st sem
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st year
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of ENPD
1TA H1
Cons
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Techno
logy & P
rocess
es 1A a
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D1DW H
1 Con
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his doc
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, you w
ill find
inform
ation an
d advice
that sh
ould p
rove he
lpful as
you pro
gress t
hrough
the stu
dio.
Object
ives of
the pro
gramm
e The
two m
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are co
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ithin th
e 3-yea
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um) BS
c Prope
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gramm
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extend
ed into
other
modul
es dea
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th con
structio
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nology
and p
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es in l
ater ye
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study.
In addi
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a stron
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/inter-
depend
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the Co
nstruc
tion Tec
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and Pro
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modul
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modul
es in D
esign A
ppraisa
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The pri
mary a
ims of
this co
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ion stu
dio are
:
to equi
p stud
ents w
ith the
skills a
nd kno
wledge
suffic
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r them
to dem
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nowledg
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f bui
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nstruc
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thods,
techno
logies,
materi
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approp
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nstruc
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nciples;
to equi
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under
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rawings
, and to
be abl
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munica
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reehan
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techni
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wings
of a bas
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particip
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the con
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genera
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a lear
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The
underly
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to the
develo
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of the
Bache
lors Pro
gramm
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in a sep
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anual.
2 GEN
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MATTE
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Queries
All
academ
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referre
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lecture
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uring th
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contact
session
s. This
will en
sure
that th
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benef
its from
an ins
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of suc
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s. If yo
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a perso
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ly make
an ap
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through
any o
f the A
dminis
trative
Assista
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Room
107 o
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118 in
order o
f prefe
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Throu
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made
to the
Cour
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bsites
of the
two m
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These
are fou
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the M
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earnin
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access
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http://l
earn.u
kzn.ac.
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box on
your w
eb bro
wser. C
opies o
f all m
aterial
provide
d to stu
dents o
f these
modul
es, as w
ell as c
omplet
e deta
ils of al
l admin
istrativ
e matte
rs (e.g.
assess
ment c
riteria
for ass
ignment
s, subm
ission d
ates, e
tc.), ar
e lodge
d in rel
evant
section
s of the
websit
e and st
udents
are str
ongly u
rged to
regular
ly peru
se the c
ontent
s of the
sites.
Recom
mende
d and
Prescri
bed Tex
ts A n
umber
of tex
tbooks
will be
referre
d to thr
oughou
t this c
ourse t
hat are
conside
red ess
ential r
eading
necess
ary to
suppor
t your s
tudies.
Cop
ies of t
he more
impor
tant bo
oks are
lodged
in the A
rchitec
tural Lib
rary on
campus
(some
are in t
he rese
rved te
xt sect
ion).
Some o
f the m
ore im
portan
t texts
are:
A.
Barry,
R., 198
8. The C
onstruc
tion of
Buildin
gs, vols
. 1 5. O
xford:
BSP Pro
fession
al Book
s. B.
British
Standa
rd Inst
itution
s, 1969
. Recom
menda
tion for
buildin
g drawi
ng prac
tice.
C. Em
mitt, S
. and G
orse, C
., 2004
. . Bla
ckwell P
ublishi
ng.
D. Fos
ter, J.,
1994.
Struct
ure and
fabric,
5th ed. v
ols. 1 &
2. Harlo
w, Esse
x: Long
man Sc
ientific
& Tech
nical.
E. Gro
bbelaar
, A., 19
93. Bu
ilding C
onstruc
tion & G
raphic
Standa
rds. Jef
freys Ba
y: Anglo
-Rand
Publica
tions (P
RESCRI
BED)
F. Hik
ins, B.
D., 199
2. The p
ractica
l guide
to succ
essful
owner b
uilding
and sup
ervisio
n. Hillcr
est: Alp
ha Arrow
s. G.
Kohler,
T. H.,
1978. A
Techni
cal Gui
de to G
ood Ho
use Co
nstruct
ion. Jo
hannes
burg: N
ational
Buildin
g Rese
arch In
stitute
of the
CSIR
Ass
ociation
of Bui
lding So
cieties.
H.
McKay
, J.K., 19
88. Bu
ilding C
onstruc
tion, 4t
h Ed. Vo
l. 1-4. L
ongma
n Scien
tific & T
echnica
l I.
Nation
al Hom
e Build
ers Reg
istratio
n Coun
cil, 199
9. Hom
e Build
ing Ma
nual (p
art 1,2
and 3)
J.
Stulz, R
. and M
ukerji,
K., 198
8. Appr
opriate
Buildin
g Mate
rials. S
KAT.
K. a: S
wift, P.
and S
zimano
wski, J.
, 2012.
Owner
Buildin
g in Sou
th Afric
a. 6th e
d. Cape
Town
: Struik
Lifestyl
e (or b:
Swift,
P., Goo
dbrand
, D. a
nd Szim
anowsk
i, J., 20
09. Th
e comp
lete bo
ok of ow
ner Bu
ilding in
South A
frica. 5
th ed. C
ape To
wn: Str
uik Life
style)
L. Wa
lton, D.
, 1995.
Buildin
g Cons
truction
: Princi
ples an
d Prac
tices. O
xford:
Macmi
llan Edu
cation.
M.
Ratens
ky, A.,
1983. D
rawing
and mo
del ma
king, Ne
w York
: Watso
n. N.
Allen, E
., and Ia
no, J.,
2004. F
undam
entals
of Build
ing con
structio
n, 4th e
d., New
Jersey
: Wiley
.
During
the mo
dule, y
ou will
be ref
erred to
severa
l other
texts t
hat ex
pand u
pon the
materi
al raise
d in cla
ss. You
are str
ongly u
rged to
acc
ess suc
h mate
rial, as
these m
ay be of
particu
lar imp
ortance
in deve
loping
researc
h mate
rial tha
t you re
quire f
or a foc
used st
udy.
You are
also e
ncoura
ged to
underta
ke wide
r readi
ng in r
espect
of the
variou
s modu
le topi
cs, and
to acc
ess inf
ormatio
n from
a varie
ty of
media.
This p
articula
rly incl
udes p
ersonal
interact
ion wh
erever
possib
le with
industr
y-base
d parti
cipants
(e.g.
qualifie
d cont
ractors
, arc
hitects,
quant
ity sur
veyors
, constr
uction
manag
ers). Yo
u shou
ld also
visit ap
propria
te sites
to dev
elop a w
ider kn
owledg
e of th
e key
issues a
nd acti
vities of
not on
ly this
specific
knowle
dge are
a, but a
lso in o
ther re
lated fi
elds.
Materi
al Subm
ission
The ab
ility to
plan act
ivities
and to
implem
ent sou
nd per
sonal t
ime ma
nagem
ent pri
nciples
is an e
ssentia
l aspec
t for an
yone w
ishing
to wo
rk in th
e constr
uction
/prope
rty env
ironme
nt. In t
he con
structio
n secto
r, work
submit
ted lat
e (even
1 minu
te late
with a
'good'
reason
pro
vided) i
s not ac
ceptab
le. The
Proper
ty Deve
lopme
nt Prog
ramme
adher
es to th
is princ
iple as
it is im
perativ
e to kee
p withi
n agre
ed upo
n
ENPD1T
A H1
COSTRU
CTION
TECHN
OLOGY
AND PR
OCESSE
S 1A |
ENPD1
DW H1
CON
STRUCT
ION DR
AWING
2 | 5
deadlin
es for
course
manag
ement
. If th
is is n
ot don
e, it w
ill be im
possibl
e for
student
s to be
provid
ed wit
h lect
urer/tu
e dead
line wil
l not be
acc
epted/
marke
d unde
r any co
ndition
s no
rmally
restrict
ed to m
ajor as
signme
nts whi
ch are
done
over a
length
y perio
d of tim
e), and
-du
ration
assignm
ents w
here a
sanctio
n is ap
plied fo
r a late
hand-
in). Fu
ll deta
ils relat
ing to t
his are
availa
ble on
the
progra
mme n
otice b
oard. S
tudent
s are st
rongly
urged
to estab
lish as
early a
s possib
le in th
e cour
se, the
nature
of the
assignm
ents an
d ass
essme
nt cond
itions t
hat wil
l be app
lied.
Submis
sion Re
quirem
ents
Adminis
tering
assignm
ents ta
kes up
a signi
ficant p
art of a
n acad
emic's
time. I
t is im
portan
t there
fore to
have a
system
which
reduce
s pro
blems to
the m
inimum
and w
here a
s little
time a
s poss
ible is
devote
d to d
ealing
with 'e
xcuses
'. sub
mission
dates
will be
forma
lly made
know
n, and
should
coinci
de wit
h a sch
eduled
lecture
/conta
ct sess
ion. M
aterial
is to b
e subm
itted
directly
to the
lecture
r by the
end o
f the sc
hedule
d perio
d, or th
e time
at whi
ch the
lecture
r leave
s the le
cture v
enue a
t the e
nd of a
lect
ure/co
ntact s
ession
(which
ever is
the la
ter).
assignm
ent wil
l be app
lied.
In the
unlikel
y even
t of a l
ecturer
not be
ing pre
sent at
the sch
eduled
submis
sion tim
e, stud
ents ar
e advis
ed to
hand in
all wo
rk to th
e adm
inistrat
ive offi
cer in
Centen
ary Ro
om 10
7 (or in
that p
erson's
absenc
e, one
of the
other
adminis
trative
officer
s in th
e Scho
ol of
Engine
ering in
the Ce
ntenar
y Buildin
g), who
will en
sure th
at the
lecture
r receiv
es the
submis
sion. In
this ev
ent, en
sure th
at a for
mal re
cord
is made
of the
submis
sion, an
d the ti
me tha
t it occ
urs. W
hen su
bmittin
g work
to the
progra
mme, u
nder no
circum
stances
should
such
materi
al be le
ft in an
insecur
e place
from w
hich it c
an disap
pear be
fore be
ing coll
ected
by the
lecture
r. You
are r
equired
to ke
ep an
electron
ic copy
(wher
e appr
opriate
) and
a 'hard
' copy
of all
submis
sions in
case
of loss
of or
iginal
docum
entatio
n. It is
policy
to ke
ep cop
ies of
studen
t work
for e
xterna
l exam
iners a
nd cou
rse ac
credita
tion of
ficials
where t
he wo
rk con
tribute
s to sub
stantive
cours
ework a
ssessm
ent. Al
though
assignm
ents w
ill be m
ade av
ailable
to you
for scr
utiny, t
hey sh
ould n
ot be
remove
d from
our of
fices on
ce mark
ed. Ple
ase tak
e note
of this
and ta
ke suita
ble step
s to vie
w mark
ed ass
ignment
s and to
make n
otes of
any
impor
tant iss
ues tha
t need f
urther a
ttention
. Plea
se note
that a
studen
t will r
eceive
a zero m
ark if s
/he fai
ls to wr
ite a te
st, unle
ss an a
ccepta
ble rea
son is s
ubmitte
d in wr
iting (s
uch as
a doc
tor's ce
rtificate
), withi
n 1 we
ek of th
e event
. In cas
e of th
is happ
ening,
a stud
ent ma
y -
test, at
the dis
cretion
of the
lecture
r. 3
INTROD
UCTION
TO TH
E
The de
sign of
any pr
oject i
s a hig
hly com
plex int
erpreta
tive pr
ocess i
nvolvin
g many
partic
ipants.
The es
sential
purpo
se of t
he pro
cess
usually
is to u
ltimate
ly prod
uce a s
olution
which
satisfie
s the re
quirem
ents of
the bu
ilding 'o
wner' (s
ometim
es refe
rred to
as 'the
client',
or as a
n 'emp
loyer').
It shou
ld be n
oted th
at som
e clien
ts in fa
ct do n
ot have
any co
ncept o
f what
the fin
ished p
roduct
will lo
ok like
, whils
t mo
re expe
rienced
emplo
yers m
ay hav
e a pre
cise set
of con
ceptua
l requi
rement
s and sp
ecificat
ions w
hich sho
uld be
incorp
orated
in the
fina
l design
. It can
be see
n from
this, th
at the
design
proces
s is lar
gely de
pendan
t upon
'soft' sk
ills' suc
h as go
od com
munica
tions be
tween
the var
ious pa
rties, le
adersh
ip and
group
dynam
ic skills
of var
ious pa
rticipan
ts. In a
ddition
, a suc
cessful
contrac
t requi
res 'ha
rd' skil
ls to be
dem
onstrat
ed by
suitably
qualifi
ed con
sultant
s such
as quan
tity sur
veyors
, constr
uctors
(norma
lly refe
rred to
as 'con
tractors
'), arch
itects,
and en
gineers
(of var
ying spe
cialist d
isciplin
es such
as stru
ctural,
civil, m
echanic
al, elect
rical, en
vironm
ental, e
tc).
Theore
tically,
the de
sign pro
cess is
'linear
' in na
ture (se
e the R
IBA an
d ISAA
Plans of
Work i
n the A
rchitec
tural Lib
rary), w
ith dev
elopm
ent
taking
place in
a highl
y struc
tured fa
shion. I
n realit
y how
ever, th
e proc
ess sel
dom wo
rks in t
his fash
ion, du
e mainl
y to int
erpreti
ve issu
es whi
ch requ
ires the
variou
s partic
ipants t
o cont
inuous
ly com
munica
te with
one an
other i
n an e
ffort to
reflect
the the
oretica
l viewp
oint. In
ord
er to e
quip y
ou wit
h the n
ecessar
y know
ledge a
nd skil
ls, durin
g the b
alance o
f your d
egree
studies
you wi
ll be e
xposed
to 3 'm
ajor'
subject
s (Desig
n Appr
aisal &
Measu
rement
; Constr
uction
Techno
logy & P
rocess
es; and
Const
ruction
Econom
ics & M
anagem
ent), a
s well a
s a ra
nge of
other s
ubject
s (e.g. C
ost Eng
ineering
; Proje
ct Plann
ing & M
anagem
ent Co
ntrol; Pr
ofessio
nal Pra
ctice et
c). The
subject
s of Co
nstruc
tion Dr
awing,
Design
Apprais
al & Me
asurem
ent an
d Cons
truction
Techn
ology &
Proces
ses are
very cl
osely l
inked,
and thr
ough th
e degr
ee pro
gramm
e expo
se stu
dents t
o incre
asingly
more c
omple
x const
ruction
probl
ems. I
t is es
sential
there
fore for
stud
ents to
consta
ntly ma
intain c
lose ex
posure
to all
forms o
f const
ruction
activit
y, and
confron
t issue
s of a
practic
al natu
re withi
n the
lecture
/ tuto
rial en
vironm
ent. Th
e best
way to
do thi
s is ne
ver to
pass a
constru
ction si
te witho
ut takin
g the o
pportun
ity to v
iew act
ivity
taking
place, a
nd if p
ossible
, to dis
cuss in
terestin
g or un
usual fe
atures
with si
te agen
ts/ fore
men, w
ho are
norma
lly very
approa
chable
.
An imp
ortant a
spect o
f this st
udio is f
or parti
cipants
to shar
e exper
iences r
elated
to cons
truction
techno
logy pro
cesses
and ass
ociated
activiti
es, and
for ea
ch stud
ent to
develop
deepe
r knowl
edge th
rough
investig
ating p
ractical
applic
ations
within t
he wor
kplace
and in
their a
cadem
ic acti
vities. I
n this st
udio stu
dents w
ill be re
quired
to inte
rpret de
sign do
cument
ation re
lating to
constru
ction p
rojects
which w
ould no
rmally b
e pro
vided by
special
ist cons
ultants
such as
archite
cts and
structu
ral engin
eers. In
this co
urse stu
dents w
ill be re
quired t
o deve
lop an u
ndersta
nding
of the r
oles of t
he vario
us parti
cipants,
and to b
e conve
rsant wi
th cons
truction
drawin
g practi
ce and c
onstruc
tion ass
embly
detailin
g. It is
not th
e inten
tion of
the stu
dio to
develo
p the de
sign/dr
aughtin
g skills
of stud
ents to
a profe
ssional
compet
ency le
vel. Th
is is be
st left to
qua
lified a
rchitec
ts and
draugh
tsperso
ns. How
ever, w
hen en
tering
indust
ry withi
n the
constru
ction/p
roperty
secto
r it is
essent
ial tha
t par
ticipant
s do h
ave a
basic k
nowledg
e of co
nstruct
ion dr
awing
and te
chnolo
gy issu
es, and
can c
ommu
nicate
effectiv
ely wit
h othe
r par
ticipant
s. The S
tudio in
cludes a
section
dedicat
ed to C
omput
er Liter
acy an
d Study
Skills.
The Co
mpute
r Litera
cy and
Study S
kills sec
tion is
howeve
r not ex
aminab
le. ENP
D1TA H
1 COS
TRUCTI
ON TEC
HNOLO
GY AND
PROCE
SSES 1A
| EN
PD1DW
H1 C
ONSTR
UCTION
DRAW
ING
3 |
5
After c
omple
ting the
se modu
les, stu
dents s
hould b
e able t
o:
carry o
ut site-
analysi
s for sim
ple dom
estic-sc
aled bu
ildings;
crit
ically in
vestiga
te issu
es relat
ed to d
esign p
roblem
s for si
mple d
omesti
c-scaled
buildin
gs, and
examin
e the e
volution
of bui
lt form
in relat
ion to
functio
n and so
cio-cult
ural fac
tors;
den
tial-sca
le build
ing pro
ject;
kno
w the d
ocume
ntation
conven
tions sh
ared b
y consu
ltants a
nd con
tractors
in the b
uilt env
ironme
nt;
produc
e a se
ries of
working
drawi
ngs an
d freeh
and ske
tches
demons
trating
the de
sign an
d cons
truction
of a d
omesti
c-scale
buildin
g, and
conver
t into a
CAD p
resenta
tion for
mat;
und
ertake a
field s
urvey o
f a sma
ll / sim
ple bu
ilding.
The
specific
outco
mes an
d asse
ssment
criteria
to be
applied
to res
identia
l-scale
load-b
earing
struct
ures ar
e:
ENPD1T
A EN
PD1DW
( CON
STRUCT
ION STU
DIO 1st YE
AR 1st SE
MESTE
R): SPE
CIFIC O
UTCOM
ES CON
STRUCT
ION TEC
HNOLO
GY AND
PROCES
SES 1A
CON
STRUCT
ION DR
AWING
1
Demons
trate an
under
standin
g of bu
ilding co
nstruc
tion
principl
es, pro
cesses
and ass
ociated
techno
logies.
2 Dem
onstrat
e an un
derstan
ding of
buildin
g mate
rials, th
eir pro
perties
and ass
embly
within
the con
structio
n proc
ess.
3 Dem
onstrat
e an und
erstand
ing of b
uilding
sub-str
ucture a
nd sup
erstruct
ure prin
ciples a
nd meth
ods
4 Dem
onstrat
e an un
derstan
ding of
struct
ural an
d non-
structu
ral com
ponent
s
5 Iden
tify dra
wings a
nd sym
bols us
ed on a
constru
ction p
roject.
6 Safe
guard,
store an
d issue
constru
ction d
rawings
7 A
pply in
formatio
n from
drawin
gs in co
nstruct
ion act
ivities
8 Dem
onstrat
e the ro
le of dr
awings
and spe
cificatio
ns 9 U
ndersta
nd and
demons
trate fo
rmula u
sage fo
r mens
uration
Typical
Assess
ment C
riteria:
Out
come n
. 1:
The b
uilding
constru
ction p
rocess
is expla
ined;
The f
unction
of bui
lding el
ement
s are ex
plained
. Out
come n
. 2:
The p
rinciple
s, prop
erties a
nd use
s of bu
ilding co
nstruct
ion ma
terials
are exp
lained;
B
uilding
constru
ction m
aterial
techno
logy is u
ndersto
od in a
ccorda
nce wit
h proje
ct spec
ification
s. Out
come n
. 3:
The e
lement
s of sub
structu
res and
superst
ructure
s are id
entifie
d and
underst
ood;
The p
rinciple
s, proc
esses a
nd me
thods r
elating
to subs
tructure
and sup
erstruc
ture wo
rks are
under
stood an
d applie
d; T
he appr
opriate
materi
als for
substru
cture a
nd sup
erstruc
ture wo
rks are
identif
ied and
applied
; P
roblem
s relati
ng to su
bstruc
ture and
superst
ructure
works
are ide
ntified
and res
olved.
Outcom
e n. 4:
S
tructura
l and n
on-stru
ctural
compon
ents ar
e ident
ified an
d expla
ined;
Princ
iples, p
rocess
es and
metho
ds relat
ing to s
tructura
l and n
on-stru
ctural
compon
ents ar
e under
stood
and exp
lained;
A
ppropr
iate ma
terials
for stru
ctural
and no
n-struc
tural co
mpone
nts are
under
stood an
d explai
ned;
Prob
lems re
lating t
o struc
tural an
d non-
structu
ral com
ponent
s are id
entifie
d and re
medial
action
propos
ed.
Outcom
e n. 5:
D
rawings
are ide
ntified
in term
s of typ
e and ap
plicatio
n for a
constru
ction p
rocess
K
ey func
tions of
the dra
wing ar
e explai
ned in t
erms of
the fin
ished p
roduct
K
ey users
of the
drawin
g are id
entifie
d in ter
ms of w
ork res
ponsibi
lities
Spec
ification
s and n
otes ar
e expla
ined in t
erms of
work r
equirem
ents
Sym
bols an
d abbre
viation
s are in
terprete
d in ter
ms of t
heir fun
ctions a
nd me
anings
The l
ayout i
s interp
reted in
terms
of the v
arious v
iews sh
own
The p
urpose
of eac
h view
is expla
ined in t
erms of
the res
ult of t
he end
produc
t Out
come n
. 6:
The p
urpose
of dra
wing an
d revisi
on num
bers is
explain
ed in te
rms of
utilizat
ion of
the cor
rect dr
awing
Cons
equenc
es of us
ing the
wrong
drawin
g, in ter
ms of t
he pot
ential h
azardo
us resu
lts on th
e finish
ed prod
uct, ar
e explai
ned
Out
come n
. 7:
Draw
ings are
orient
ated in
terms
of site
landma
rks and
the No
rth ind
icator
Scale
s, in ter
ms of a
ctual d
imensio
ns requ
ired, ar
e interp
reted an
d meas
ureme
nts con
verted
I
nforma
tion sup
plied i
L
imiting
and / o
r guidin
g criter
ia are o
btained
from s
tated sp
ecificat
ions
Outcom
e n. 8:
T
he lega
l roles
of draw
ings and
specific
ations,
in term
s of the
contrac
t docum
entatio
n, are e
xplained
T
he inte
rface b
etween
drawin
gs, spe
cificatio
ns, the
bill of
quant
ities an
d gene
ral con
ditions
of con
tract, in
terms
of the
contrac
t / pro
ject do
cument
ation, is
explain
ed Out
come n
. 9:
Unde
rstand
the con
vention
s follow
ed and
proces
ses inv
olved in
the bo
oking an
d check
ing of d
imensio
ns
ENPD1T
A H1
COSTRU
CTION
TECHN
OLOGY
AND PR
OCESSE
S 1A |
ENPD1
DW H1
CON
STRUCT
ION DR
AWING
4 | 5
Unde
rstand
and dem
onstrat
e usag
e of fo
rmulas
in meas
uring ir
regular
shapes
D
emons
trate ap
plicatio
n of fo
rmula-b
ased d
imensio
ns on d
imensio
n pape
r Req
uired M
aterial
s: H
ardhat
S
afety s
hoes
Safe
ty gogg
les C
lass 2 li
me gre
en refl
ective
vest
Lapt
op com
puter
Class s
chedul
e and ar
rangem
ents:
Genera
lly, eac
h week
will be
organiz
ed as fo
llows:
Tues
day [8h
40 10h
20]
- Const
ruction
Techno
logy dis
cussion
T
uesday
s [14H1
0 - 17H
30] - gr
oup ass
ignment
s, proje
ct work
, prese
ntation
, tests
Wedn
esday [
14H10
- 17H30
] - grou
p assign
ments
, proje
ct work
, prese
ntation
, tests
Thur
sday [1
0h30
12h10]
- Cons
truction
Drawin
g discu
ssion
4 ASS
ESSME
NT The
se modu
les are
assess
ed by bo
th cour
sework
and for
mal te
sts/exa
ms. Co
pies of
recent
tests/e
xams in
these s
ubject
s are av
ailable
in the
approp
riate fo
lder on
the Co
urse W
ebsites
. Fro
m an e
xaminat
ion po
int of v
iew, th
e course
marks
are de
rived fr
om co
ntinuou
s asses
sment o
ver a 1
3-week
period
and b
ased o
n final
examin
ations.
The co
ntinuou
s asse
ssment
is stru
ctured
aroun
d assig
nment
s artic
ulated
in diff
erent
parts
and te
sts. W
ithin e
ach
assignm
ent, th
e specif
ic task
s that s
tudent
s are re
quired
to und
ertake
are ide
ntified
as rela
ted on
ly to C
onstruc
tion Te
chnolo
gy, onl
y to
Constru
ction D
rawing
or to
both t
he sub
jects. T
his will
allow
to clea
rly ach
ieve a
separa
te eva
luation
for th
e two
modul
es. All
the
assignm
ents ar
e Type
A assig
nment
s and su
bmissio
ns must
be han
ded in o
n time
as per
the rul
es for s
uch ass
ignment
s. The
assignm
ents ar
e desig
ned to
expose
studen
ts to a
broad
range o
f issues
as is p
racticab
le at th
is stag
e of th
eir aca
demic c
areers
and is
known
as a P
roblem
Based
Learnin
g (PBL)
appro
ach. Th
is mean
s that i
t spans
a rang
e of kn
owledg
e and
skills a
reas, in
tegrati
ng ma
terial
from dif
ferent c
ourses
. In ad
dition,
the ass
ignment
s link in
to the
modul
es tha
t follow
this in
the se
cond s
emeste
r. This
underp
ins the
uita
ble de
gree
of com
petenc
e in ea
ch mo
dule so
that th
ey can
make
suitable
progre
ss in th
eir stu
dies. S
tudent
s shoul
d there
fore rea
lize tha
t aimin
g to
degree
progra
mme. N
either c
an mm
e.
A furthe
r impor
tant co
nsidera
tion in t
erms of
meetin
g degre
e obje
ctives i
s the re
quirem
en-
ties, re
search
pro
cesses
and c
ommu
nication
skills.
The a
ssignm
ents a
re des
igned
to add
ress as
many
of the
above
issues
as po
ssible.
Coursew
ork
assignm
ents ar
e explai
ned in
class an
d prov
ided vi
a appen
dices up
loaded
to the
Course
Websit
es. App
endices
for gui
dance o
n the m
arking
criteria
for the
variou
s sectio
ns and
an expla
nation
of the
assess
ment c
ategor
ies are
attach
ed to th
e assign
ment d
ocume
nts.
During
the stu
dio, so
me act
ivities m
ay requ
ire stu
dents t
o exer
cise eit
her 'se
lf-mark
ing' or
'peer m
arking'
. Stude
nts are
advise
d that t
hey
should
treat a
ll such a
ctivitie
s with
due dil
igence,
as this
proces
s (form
ative a
ssessm
ent as
oppose
d to the
norma
l summ
ative as
sessme
nt) form
s a ver
y impor
tant ro
le in acq
uiring t
he nece
ssary k
nowledg
e and sk
ills to s
ucceed
in thes
e modu
les.
It shoul
d be no
ted tha
t no sup
pleme
ntary e
xaminat
ion is a
vailable
for the
modul
e Cons
truction
Drawin
g.
Assess
ment o
f the m
odules
is as fo
llows:
ENPD1T
A Co
nstruc
tion Tec
hnolog
y & Pro
cesses
1A
Continu
ous ass
essme
nt [40%
of the
total m
odule m
ark]
Site rep
orts ..
Ass
ignment
s
Test ..
Fina
l exam
ination
[60% o
f the to
tal mo
dule m
ark]
3-
ENPD1D
W Co
nstruc
tion Dra
wing
Continu
ous ass
essme
nt [50%
of the
total m
odule m
ark]
Fina
l exam
ination
[60% o
f the to
tal mo
dule m
ark]
3-
ENPD1T
A H1
COSTRU
CTION
TECHN
OLOGY
AND PR
OCESSE
S 1A |
ENPD1
DW H1
CON
STRUCT
ION DR
AWING
5 | 5
5 LEA
RNING
AND T
EACHIN
G SCHE
DULE
The stu
dio de
als prim
arily w
ith a s
tudy o
f reside
ntial-sc
ale sing
le store
y struc
tures in
terms
of co
nstruc
tion te
chnolo
gy me
thods,
truction
sector.
Thr
oughou
t the m
odules,
studen
ts are r
equired
to fiel
d of st
udy wi
thin So
uth Af
rica is
restrict
ed stu
dents a
re the
refore
highly r
eliant
upon t
he reg
ular co
ntact
with t
he mo
dule
coordin
ators.
should
be no
ted tha
t these
dates
/ conte
nts ma
y chang
e as the
semeste
r proce
eds an
d that a
ny such
change
cannot
form t
he bas
is of an
y app
eal pro
cess ar
ising fr
om no
n-atten
dance o
f lectu
res, tut
orials, e
tc. DAT
ES SUB
JECT
TOPIC
PREPAR
ATORY
READIN
GS
(REFER
TO SEC
TION 2
) 1st w
eek
CT/CD
Course
overvie
w / int
roduct
ion
-
2nd week
CT
Introdu
ction to
the con
structio
n indus
try and
constru
ction p
rocess
es. Par
ticipant
s L: p
p. 5-8
Kb: pp
. 14, 15
, 31, 38
-40, 62
-67
Lecture
notes:
pp. 2-
9 CD
Intro to
drawin
g instru
ments
, paper
, etc. In
tro to d
rawing
conven
tions &
symbol
s. Title
up an
A3 dra
wing sh
eet
British
Standa
rd Inst
itution
s; Grob
belaar
3rd week
CT
Briefing
, site se
lection
, legal r
estrictio
ns Kb:
pp. 14
-21, 38
-51
L: p. 9
Lecture
notes:
pp. 10
-12
CD Clas
sificatio
n of ty
pes of
drawin
g. Basic
drawin
gs: the
plan, t
he verti
cal sec
tion; th
e eleva
tions
British
Standa
rd Inst
itution
s; Grob
belaar
4th week
CT
Site inv
estigat
ion, sit
e prep
aration
, settin
g out, e
xcavat
ions
Kb: pp
. 84-10
0 L: p
p. 18-3
8, 207-
209
G: pp. 3
-12
Lecture
notes:
pp. 13
-22
CD Det
ailed fl
oor pla
n 1:50
/ 1:100
Det
ailed Se
ctions 1
:50/1:1
00 Det
ailed El
evation
s 1:50/
1:100
British
Standa
rd Inst
itution
s; Grob
belaar
5th week
CT
Basic p
rinciple
s of str
ucture
s. Mate
rials: C
oncrete
, Timber
Kb:
pp. 10
2-105
L: pp. 1
97-205
, 210-2
21 Lec
ture no
tes: pp
. 23-32
, 60
CD Firs
t angle
orthogr
aphic p
rojectio
n / Me
nsurati
on exe
rcise
British
Standa
rd Inst
itutions
; Grobb
elaar; R
atensk
y.
6th week
CT
Founda
tions an
d dam
p proo
fing
L: pp. 3
9-47, 5
6-57, 8
1-82
Kb: pp
. 100-1
02, 105
-111
Lecture
notes:
pp. 33
-36
CD Firs
t angle
orthogr
aphic p
rojectio
n / Me
nsurati
on exe
rcise
British
Standa
rd Inst
itution
s; Grob
belaar;
Ratens
ky.
7th week
CT
Raft fo
undatio
ns and
surface
beds
Kb: pp
. 101-1
02, 130
-131
L: pp. 4
3, 81, 8
3-84, 8
0-85
Lecture
notes:
pp. 34
, 42-44
CD
Isometri
c drawi
ng / sec
tional d
rawings
/ Intro
to CAD
British
Standa
rd Inst
itution
s; Rate
nsky.
28th Mar
- 6th Apr
EASTER
VACAT
ION (ST
UDENT
MID-T
ERM BR
EAK)
8th week
CT/
CD Mid
-term r
eview
9th week
CT
Brickwo
rk, blo
ckwork
and wa
lls L: p
p. 48-5
8, 65-7
5 Kb:
pp. 11
2-119
Lecture
notes:
pp. 45
-56
CD Isom
etric dr
awing /
section
al draw
ings/ CA
D draw
ing Brit
ish Sta
ndard I
nstitut
ions; Ra
tensky
. 10th
week
CT Doo
r and w
indow
openin
gs. Doo
r and w
indow
installa
tions (in
troduct
ory, ta
ken dee
per in C
on Tec
h 1B)
L: pp. 5
8-65
Kb: pp
. 117-1
18 Lec
ture no
tes: pp
. 57-59
CD
Isometri
c drawi
ng / sec
tional d
rawings
/ CAD d
rawing
British
Standa
rd Inst
itutions
; Raten
sky.
11th wee
k CT
Suspen
ded flo
ors
L: pp. 8
4-91
Kb: pp
. 130-1
33 Lec
ture no
tes: pp
. 60-63
CD
Isometri
c drawi
ng / sec
tional d
rawings
/ CAD d
rawing
British
Standa
rd Inst
itution
s; Rate
nsky.
12th wee
k CT
Steps a
nd stair
s. Intr
oductio
n to roo
fs (take
n deep
er in C
on Tec
h 1B)
Kb: p. 1
33 Lec
ture no
tes: pp
. 64-65
L: p
p. 119-
127
CD Site
plan 1:
500.
Detaile
d Finish
ing, Do
or & win
dows Sc
hedules
/ CAD d
rawing
Grobbe
laar; Br
itish Sta
ndard I
nstituti
ons
13th wee
k CT/
CD Cou
rse Rev
iew
14th
week
END OF
THE LE
CTURES
[CT
: Constr
uction
Techno
logy & P
rocess
es 1A] [
CD: Co
nstruct
ion Dra
wing]
Filed tr
ips to c
onstruc
tion sit
es will
be org
anised
within
the sch
eduled
conta
ct sess
ions. T
hese fi
eld tri
ps are
not in
cluded
in the
table
above.
During
the co
urse, s
tudent
s may
be adv
ised of
the ne
ed to p
repare
for ce
rtain s
chedul
ed con
tact ses
sions b
y prod
ucing si
mple
drawin
gs / vie
ws of o
bjects
for me
asuring
purpo
ses. Th
ese wil
l be do
ne on an
individ
ual bas
is. The m
ain way
s in wh
ich stu
dent co
mpete
nce
will be
judged
is thro
ugh sho
rt asse
ssment
s and te
sts (bo
th form
ative [n
on ma
rk bear
ing], an
d summ
ative [c
ounting
for co
urse ma
rks]).
The ma
terial w
ill be ex
amine
d in an
end-of-
modul
e exam
ination
.
Dr Vit
torio
Tramo
ntin
Date:
20 Ma
y 2015
Sta
ff Num
ber: 3
3452
UN
IVERS
ITY ED
UCAT
ION IN
DUCT
ION PR
OGRA
MME (
UEIP)
: TRA
NSCR
IPT
The U
EIP is
offered
to aca
demic s
taff to
prioritiz
e acad
emic e
xcellen
ce, inn
ovative
resea
rch an
d crit
ical en
gagem
ent wi
th soci
ety. T
he fou
r modu
les co
mprisi
ng the
UEIP
focus
on the
dev
elopm
ent of
compet
encies
and a
cadem
ic exce
llence
across
core
areas
of acad
emic
endeav
or, an
d addr
ess a s
tated g
oal of
the Un
iversit
y:
to prom
ote ex
cellen
ce in t
eachin
g and
learnin
g throu
gh cre
ative a
nd inn
ovative
asses
sment
pra
ctices,
pedag
ogical
strate
gies a
nd cur
riculum
desig
n and
develo
pment
; and to
suppo
rt the
devel
opment
of aca
demic s
taff in
assisti
ng pos
tgradu
ate stu
dents t
o attai
n their
qualific
ations.
In r
espect
of you
r prog
ress to
date,
we ha
ve ple
asure
in conf
irming
the inf
ormatio
n belo
w: MO
DULE
ST
ATUS
As
sessin
g Lear
ning in
Highe
r Educ
ation
compet
ent
Desig
ning &
Evalu
ating C
urricu
la in H
igher E
ducatio
n com
petent
Su
pervis
ing Re
search
in Hig
her Ed
ucation
com
petent
Te
aching
and L
earnin
g in Hi
gher E
ducatio
n com
petent
*At
tended
: has to
subm
it portf
olio of
eviden
ce and
be de
emed
compet
ent in
order
to succ
essfull
y com
plete t
he mo
dule.
*Comp
etent:
has su
ccessf
ully co
mplete
d the m
odule.
* Not y
et atten
ded: ne
eds to
attend
the mo
dule a
nd be
deeme
d com
petent
in the
portfo
lio of e
videnc
e befo
re suc
cessfu
l comp
letion
of a mo
dule.
Yours
sincer
ely
___
______
______
______
__
Simon
Tank
ard
CEO:
UKZN
Exten
ded Le
arning
BUILDING AS A SYSTEM
[source of the fig.: http://bestsw.com.br/promocoes/bim-building-information-modeling/]
• Complex system consisting of interrelated, interdependent parts/components/subsystems
• Each part contributes to the performance of the whole system, thus the parts must be conceivedand assessed in relation to the greater whole (holistic approach)
• Major components/parts: foundations, structure, walls, floors,roofs, doors, windows, staircases, drainage services, watersupply, electrical services, HVAC services, etc.
• The design and construction of the various parts require different kinds of expertise, which must be coordinated and integrated in order to optimise the final product (integrated approach)
49|| ConTech 1A | Dr Vittorio TramontinE N P D 1 T A H 1
SLOPING SITES
[source of the fig. : Grobbelaar, A., 1993. Building Construction & Graphic Standards. Jeffreys Bay: Anglo-Rand Publications, p. 45-46]
71|| ConTech 1A | Dr Vittorio TramontinE N P D 1 T A H 1
[References: Foster, J. S. and Greeno, R., 2007. Mitchell's Structure & Fabric. Part
1. Pearson Education Ltd, Chapter 1]
SKELETAL STRUCTURE
• Framework that resists theloads acting upon thebuilding and throughwhich the loads aretransferred safely to thefoundations and the soil.
• Vertical elements areusually in compression(mainly), but they can bein some types also intension.
• An enclosing element mustbe associated to act asenvironmental envelope
• Clear distinction between supporting element (structure) and enclosing elements (building fabric, which consequently can belighter).
• Energetic and comfort Implications
BASIC STRUCTURAL CONCEPTS
HORIZONTAL LOADS (WIND)HORIZONTAL LOADS (WIND)
VERTICAL LOADS
EXAMPLE OF POSSIBLE FUNCTIONAL SCHEME
87|| ConTech 1A | Dr Vittorio TramontinE N P D 1 T A H 1
FOUNDATIONS
[source of the fig.: Group G 2015 (I. Pillay, K. Ramiah, P. Naicker, V. Parthab, C. Ramsumer)
113|| ConTech 1A | Dr Vittorio TramontinE N P D 1 T A H 1
DAMP-PROOFING
[References: Swift, P., Goodbrand, D. and Szimanowski, J., 2009. The complete book of owner Building in South Africa. 5th ed. Cape Town: Struik Lifestyle; Walton, D., 1995. Building Construction: Principles and Practices.
Oxford: Macmillan Education; lecture notes]
CRITICAL PORTIONS OF A HOUSE FOR DAMP-PROOFING[source of the fig.: Swift, P., Goodbrand, D. and Szimanowski, J.,
2009. The complete book of owner Building in South Africa. 5th
ed. Cape Town: Struik Lifestyle, p. 111]
128|| ConTech 1A | Dr Vittorio TramontinE N P D 1 T A H 1
UNDER-WALL DPC LAID ALONG THE TOP OF THE FOUNDATION WALLS[source of the fig.: Swift, P. and Szimanowski, J., 2012. Owner Building inSouth Africa. 6th ed. CapeTown: Struik Lifestyle, p.106-107]
STEEL MESH REINFORCEMENT PLACED
OVER THE DPM BEFORE THE CONCRETE FOR THE
SURFACE BED I S POURED
[source of the fig.: Grobbelaar, A., 1993. Building Construction & Graphic Standards. Jeffreys Bay: Anglo-Rand Publications, p. 173]
[source of the fig.: Swift, P. and Szimanowski, J., 2012. Owner Building in South Africa. 6th ed.
Cape Town: Struik Lifestyle, p. 118]
LAYING WALLS 169|| ConTech 1A | Dr Vittorio TramontinE N P D 1 T A H 1
CORNUBIA HOUSING DEVELOPMENT CONSTRUCTION SITE[Photo: V. Tramontin]LAYING WALLS 171|| ConTech 1A | Dr Vittorio TramontinE N P D 1 T A H 1
ROOF STRUCTURE: TRUSSES
[source of the fig.: Swift,P. and Szimanowski, J., 2012. Owner Building in South Africa. 6th ed. Cape Town: StruikLifestyle, pp. 122, 125]
VIEW OF ROOF TRUSSES FIXED AND BRACED IN POSITIONRAFTER BOLTED OR CONNECTED WITH GANG NAILS DIFFERENT TYPES OF CONNECTION IN A ROOF TRUSS
[source of the fig.:Walton, D., 1995.Building Construction:Principles and Practices. Oxford: MacmillanEducation, p. 100]
22| ConTech 1B | Dr Vittorio Tramontin| |E N P D 1 T B H 2
[source of the fig: Grobbelaar, A., 1993.Building Construction & GraphicStandards. Jeffreys Bay: Anglo-RandPublications, p. 203]
Common roof truss configurations (with approx. span) for mono-pitch roofs:
ROOF TRUSS CONFIGURATIONS
Example of specification for a truss configuration: Howe Truss, roof pitch 26°, concrete roof tiles on 38mm x 38mm battens, on 114mm x38mm timber trusses at 780mm centres, on 76mm x 38mm wall plates with 114mm x 38 mm tie beams. Fix the truss at each connection point by using M12 bolts and nails (90mm x 4mm).[source of the fig.: Swift, P. and Szimanowski, J., 2012. OwnerBuilding in South Africa. 6th ed. Cape Town: Struik Lifestyle, 123]
[source of the fig.: Grobbelaar, A.,1993. Building Construction & GraphicStandards. Jeffreys Bay: Anglo-RandPublications, p. 203]
Truss elements are assembled according to a specific design. Common roof truss configurations (with approx. span) for double-pitch and gambrel roofs:
(FOUR BAYS)
HOWE TRUSS (SIX BAYS)Eq Eq Eq Eq Eq Eq
| ConTech 1B | Dr Vittorio Tramontin| |E N P D 1 T B H 2
SANS 10400 – Part L: Roofs (2011) Application of the National Building Regulations (SABS 0400, as amended in 2008)Timber roof construction: deemed to satisfy requirements for trusses Four-bay Howe truss – maximum clear span 6 m
Six-bay Howe truss – maximumclear span 8 m
Two-bay mono-pitchedHowe truss – maximumclear span 3 mThree-bay mono-pitchedHowe truss – maximum clear span 4 m
Table 4 – Howe type roof trusses
Fig. 11
Bolts shall have a diameter of 12 mm.Nails shall have a length of 100 mm and shall be clinched over
ROOF STRUCTURE: TRUSSES 31
| ConTech 1B | Dr Vittorio Tramontin| |E N P D 1 T B H 2 PITCHED ROOFS: OTHER DETAILS
[source: Grobbelaar, A., 1993. Building Construction & Graphic Standards. JeffreysBay: Anglo-Rand Publications, p. 212]
LEAN-TO ROOF
MONO PITCH ROOF
52 | ConTech 1B | Dr Vittorio Tramontin| |E N P D 1 T B H 2
Lay and fix the plywood, than it is belt sanded toremove any irregularities
FLAT TIMBER ROOFS
Fill the joist bays with a nice blanket of insulation Create the fall with tapered rafters (firrings), shim and nail them to the joists
Example of a sequence of the construction of a flat timber roof
Roll out the rubber membrane Fold the membrane back on itself and apply the bonding adhesive
[source of the figs.: http://www.custom-carpentry.net/jobs/Steve/flat-roof-3/index.html]
61
1
| ConTech 1B | Dr Vittorio Tramontin| |E N P D 1 T B H 2
Construction Technology & Processes 1B [ENPD1TB]
< Introduction to green building >
UKZN | Centenary Bld | 1 September 2015
Dr Vittorio TramontinMEng PhD (Building/Architectural Engineering) Pr.Eng (Italy)
Green Star South Africa Accredited Professional (New Buildings)
University of KwaZulu‐NatalSchool of EngineeringBSc Property Development
| ConTech 1B | Dr Vittorio Tramontin| |E N P D 1 T B H 2
GREENSTAR SA RATING SYSTEM
GREEN BUILDINGS
Rating system adopted by the GBC of South Africa(based on the Australian Green Building Council rating system)
PROJECT CERTIFICATIONS (third part assessors)(The certification “as built” assigns a rating on the basis of design potential (It does not examine the actual operating/running phase based on monitoring)
Design rating
As Built rating
RATING TOOLS (Specific for different market sectors. The category weighting factor is different according to the specific rating tool)
> Office v1 (2008)
> Retail Centre v1 (2010)
> Multi‐Unit residential v1 (2011)
> Public & Education Building v1 (2012)
[Pilot version: existing building performance, interiors, socio‐economic category]
8 ENVIRONMENTAL IMPACT CATEGORIES
> Management
> Indoor Environment Quality
> Energy
> Transport
> Water
Materials
> Land Use & Ecology
Emissions
> + Innovation
180
| ConTech 1B | Dr Vittorio Tramontin| |E N P D 1 T B H 2
GREEN BUILDING FINANCIAL IMPLICATIONS
GREEN BUILDINGS
• Local studies report that the SouthAfrican property industry can expectcost premiums of a new commercialgreen building to be between 1% and10% [Milne, 2012, “The Rands & Senseof Green Building” report, GBC SA].
• Once this young market matures andgreen building materials and practicesbecome more prevalent, these ‘newmarket premiums’ will decrease.
• Perceptions of high cost premiumsdebunked
FINANCIAL BENEFITS (long term perspective)
DIRECT• Lower opex (operational expenditure) costs or
running costs (due to energy and water savings)• Lower maintenance/refurbishment costs
INDIRECT• Increased property value• Enhanced marketability• Higher demand from institutional investors• Higher asset return• Reduced liability and risk• Rental premium • Attraction of key tenant classes and lower tenant
turnover• More responsible investment• Increased productivity (better work environment)• Minimise the risk of churn/obsolescence
182 | ConTech 1B | Dr Vittorio Tramontin| |E N P D 1 T B H 2
GREEN BUILDINGS IN KZN
GREEN BUILDINGS
• In KwaZulu‐Natal, the second highest populated province in SouthAfrica, there are only 7 out of around 60 Green Star SA ratedbuildings in the country. This is a mere 10% of the officially recognisedgreen buildings of the country (GBCSA, 2014). The need of qualifiedlocal professionals that have expertise to promote the environmentaland energetic quality in the built environment is critical.
[source of the figs.: https://www.gbcsa.org.za/projects/certified‐projects]
183
| ConTech 1B | Dr Vittorio Tramontin| |E N P D 1 T B H 2
ENERGY EFFICIENT BUILDING
GREEN BUILDINGS
ACTIVE SYSTEMS (at building scale or district scale)
Thermal insulation of the building envelope(walls, roof, floors)
Thermal mass of the building
Type, orientation and %age of fenestration (window to wall ratio)
Passive cooling strategies
Solar shading devices
Orientation, layout plan
Passive solar systems Daylighting
Building shape (control the surface area to volume ratio)
PASSIVE STRATEGIES
Energy efficient HVAC
Energy efficient appliances
Domotic systems and building automation (Building Management system)
Renewable energy systems (e.g. wind
power)
Renewable energy systems (e.g. Solar thermal collectors)
Renewable energy systems (e.g. Photovoltaic panels)
[source of the fig.: www.build.com.au][source of the fig.: www.new‐learn.info]
185 | ConTech 1B | Dr Vittorio Tramontin| |E N P D 1 T B H 2
PASSIVE DESIGN STRATEGIES: HEATING & COOLING
GREEN BUILDINGS
Buffer zones
Thermal mass - dayRadiative cooling
Ground coolingNatural ventilation –stack/chimney effect
Orientation, layout plan, control of the building shape, window to wall ratio
Solar shading devices
Cross natural ventilation
thermal insulation Solar heat gain (passive solar design)
Thermal mass - night
SUM
MER
STR
ATEG
IES
WIN
TER
STRA
TEG
IES
[source of the figs: editing from Passiv‐ON Project Report: The Passivhaus Standard in
European warm climates: design guidelines for comfortable low energy
homes]
Evaporative cooling
187
3
| ConTech 1B | Dr Vittorio Tramontin| |E N P D 1 T B H 2
CLIMATIC ZONES
1 2 3 4 5 6
Minimum required total R‐value [m2 K/W] 3,7 3,2 2,7 3,7 2,7 3,5
Direction of heat flow up up Down and up up down up
CLIMATIC ZONES
1 2 3 4 5 6
Direction of heat flow up up Down and up up down up
R‐value [m2 K/W] of roof covering material 0,30 0,36 0,30
R‐value [m2 K/W] of ceiling 0,05
Added R‐value [m2 K/W] of thermal insulation 3,35 2,85 2,35 3,35 2,29 3,15
REQUIREMENTS FOR ROOF ASSEMBLIES (SANS 10400-XA)
GREEN BUILDINGS
The deemed to satisfy requirements of SANS 10400‐XA(simplified assessment) for roof assemblies (or roof‐ceilingassemblies, used to refer to the whole roof‐ceiling system) specifythat a roofassembly shall achieve the minimum total R‐value of:
• A roof assembly that has metal sheet roofing fixed to purlins, metal rafters shall have a thermal break consisting ofa material with an R‐value ≥ 0,2 m2 K/W installed between the metal sheet roofing and its supporting members.
• Metal sheeting types of roofing assembly construction shallachieve the minimum total R‐value listed above, with theinstallation of insulation that has the following minimum R‐value:
CLIMATIC ZONES
1 2 3 4 5 6
Direction of heat flow up up Down and up up down up
R‐value [m2 K/W] of roof covering material 0,35 0,48 0,35
R‐value [m2 K/W] of ceiling 0,05
Added R‐value [m2 K/W] of thermal insulation 3,30 2,80 2,30 3,30 2,17 2,80
• Clay tile types of roofing assembly construction shall achieve theminimum total R‐value listed in the table at the top, with theinstallation of insulation that has the following minimum R‐value:
202 | ConTech 1B | Dr Vittorio Tramontin| |E N P D 1 T B H 2
SHADING DEVICES
GREEN BUILDINGS[source of the fig: www.archiportale.com; www.coltinfo.co.uk:]
• FIXED
• MOVEABLE
• PLANTING/TREES
WINTER SUMMER WINTER SUMMER
205
87⁰
40⁰
JohannesburgSummer solstice22 Dec 12 pm
ANGLES OF ELEVATION OF THE SUN (NORTH FAÇADE) IN JOHANNESBURG
JohannesburgWinter solstice21 Jun 12 pm
SOLAR HEAT GAIN IN WINTER THROUGH
THE WINDOWS
JohannesburgSpring/Autumn equinox23 Sep/21 Mar 12 pm
64⁰
| ConTech 1B | Dr Vittorio Tramontin| |E N P D 1 T B H 2
GREEN BUILDINGS
• Other design considerations regarding shadingsystems for temperate/cold interior climatic zones:
o Do not place too deep shading systems (e.g.covered balconies) to the North as they willobstruct winter sun (limiting solar heat gain inwinter)
o Avoid shading any portion of the North facingglass in winter
o Use deciduous planting to the East and West
CLIMATIC ZONES OF SOUTH AFRICA (SANS 204/2011)
• Other design considerations regarding shadingsystems for sub‐tropical coastal climatic zones:
o Shading all external openings, using deep devices(or screen systems)
o Use covered outdoor living areas such as verandasand deep balconies to shade and cool incomingair (use also planting for shading)
o Use shaded skylight to compensate for anyresultant loss of natural light
o Use planting instead of paving to reduce groundtemperature and the amount of reflected heat
o Shading also the walls would be beneficial insummer
SHADING DEVICES AND STRATEGIES[source: Master Builders Association,
2013, Energy Saving Building Methods. Sandton: Buildaid.]
208 | ConTech 1B | Dr Vittorio Tramontin| |E N P D 1 T B H 2
GREEN BUILDINGS
FENESTRATION AND GLAZING
COMPARISON BETWEEN DIFFERENT TYPES OF GLAZING
CLEAR SINGLE GLAZING
U-value = 6,19
W/m2 K
CLEAR DOUBLE GLAZING
U-value = 2,72
W/m2 K
DOUBLE GLAZING WITH BRONZE TINTED GLASS AND LOW‐E COATING
U-value = 1,87
W/m2 K
DOUBLE GLAZING WITH BRONZE TINTED GLASS AND HIGHLY REFLECTIVE COATING
U-value = 2,27
W/m2 K
[source of the fig.: http://signasystem.net/signa‐system/retrofit‐alternative/]
FRAMES: after the glazing, frames have the greatest impact on the thermal performance of the window:
o Timber: very good insulator, but requires more maintenance (U‐value frame: appr. 2 W/m2 K)
o uPVC: good insulating properties, but risk of degradation for UV radiation that is high in SA (U‐value frame: appr. 2,8 W/m2 K)
o Aluminium: poor insulating properties, which can be fixed using thermal break (U‐value frame without thermal break: appr. 7 W/m2 K; with thermal break: 3,6 W/m2 K)
o Steel: poor insulating properties, excessive air leakage, usually steel frame do not accomodate double glazing (U‐value frame: appr. 7 W/m2 K)
[source img: http://www.archiexpo.com/prod/gencer‐
aluminyum‐profil‐sanayi‐ve‐ticaret‐
350/aluminum‐door‐profiles‐63150‐
518267.html] 211
| ConTech 1B | Dr Vittorio Tramontin| |E N P D 1 T B H 2
RAINWATER DISPOSAL
RAINWATER HARVESTING
RAINWATER HARVESTING IN THE CATO MANOR RETROFIT PROJECT
• South Africa is a semi‐arid country with an annual rainfall far below the world average of 860 mm. As a result, South Africa’s water resources are scarce and limited.
• The application of appropriate rainwater harvesting technologies can make possible the utilisation of rainwater as a valuable water resource.
• However, nowadays the implementation of rainwater harvesting technologies is still limited in the South African context.
• The acid rain affects the quality of the collected water, so that rainwater must be filtered for potable applications (drinking, bathing, cooking and dish washing) to remove the contaminants.
• Possible uses of collected rainwater (non‐potable applications) are:
• Toilet flushing
• Laundry
• Irrigation (treatment requirements are less stringent, depending on the quality of the rainwater)
• garden uses
• Indoor heating (water based systems)
• washing purposes (e.g. paved areas)
[source of the fig.: http://www.bluegranola.com/ tag/rainwater‐harvesting/]
A MODEL OF AN UNDERGROUND RAINWATER STORAGE SYSTEM
222 | ConTech 1B | Dr Vittorio Tramontin| |E N P D 1 T B H 2
PHOTOVOLTAICS
• There are three basic kinds of solar cells. The first two types (mono and polycrystalline) are made from siliconquartz, which is a thick and heavy substance. Due to the extensive use of silicon in these panels, the productionof this type of technology is extremely energy‐intensive (it is estimated that producing a silicon quartz paneluses the same amount of energy that one panel produce in two/three years)
ELECTRICAL INSTALLATIONS
• Thin film which can be applied to other materials (e.g. glass)(efficiency 7%)
Thin film technology uses a very thin layer of active materialapplied to the surface. It is therefore much lighter and thisincrease the potential uses (e.g. roof tiles, window glazing,façade,…). Also, film technology retains generation muchbetter, with power dropping off at a lower rate under low lightconditions, thus ensuring a better average electricity outputthan traditional silicon units. (Energy analysts state that thinfilm has the potential to be cost‐competitive with coal‐drivenelectricity in the future)
• Monocrystalline(efficiency 15%)
• Polycrystalline(efficiency at least 13%)
[Reference: Master Builders Association, 2013, Energy Saving Building Methods. Sandton: Buildaid]
254
0| ConTech 1A | |Dr Vittorio TramontinMEng PhD (Building/Arch. Engineering) Green Star SA Accredited Professional (New Buildings)
University of KwaZulu‐NatalSchool of Engineering
Property Development Programme
Dr Vittorio TramontinPhD (Building /Architectural Engineering)
MEng (Building /Architectural Engineering) Pr.Eng (Italy)Green Star South Africa Accredited Professional (New Buildings)
Construction Technology & Processes 1A (ENPD1TA)
Video Presentation/Class debate session #1
Skyscrapers (Burj Khalifa)
1| ConTech 1A | |Dr Vittorio TramontinMEng PhD (Building/Arch. Engineering) Green Star SA Accredited Professional (New Buildings)
INTRODUCTION• Video Presentation/Class debate sessions
• Create a “peer/shared learning environment” oriented to stimulate students to build knowledge and capacity from their critical analysis and thinking, and from the debate within the class
• Aims:
o understand (also intuitively) some main processes and key principles of building design and construction technology, by looking also at different types of buildings
o Develop a critical thinking about construction technology, stimulate discussion, improve your your understanding of technical aspects of building design and construction
o Push your boundaries!
• Induction process: proceed from the analysis of particular case study to acquire general concepts and rules
• Pre‐requirement: be curious, passionate, get into the built environment!!
• Why videos? One of the most effective communication technology to understand the features and processes of design and construction of buildings
• Video editing technique: union and editing of videos from TV series, movies, pictures from site visits, in order to stimulate your interest
INTRODUCTION
2| ConTech 1A | |Dr Vittorio TramontinMEng PhD (Building/Arch. Engineering) Green Star SA Accredited Professional (New Buildings)
INSTRUCTIONS
• Group work ‐ cooperative learning!
A. Identify your group (next slide)… and nominate a presenter! (different for each session)
B. A topic regarding the video presentation will be assigned to each group (same topic for two groups)
C. Take brief notes during the video presentation
D. After the video you have 10 minutes to discuss the assigned topic within your group, select the main aspects you want to share with the class
E. Open debate regarding the assigned topics: each presenter will be asked to present the main aspects/issues/challenges regarding the assigned topic, and to open the debate with the classmates
F. More in‐depth investigation by research
• Attendance is compulsory! Remember that you will be evaluated through a continuous assessment through the whole semester. Furthermore, a question of the final exam will concern some aspects presented and discussed within these sessions
• We will deal with different scales and types of buildings, sometimes extreme and cutting‐edge buildings! We want to stimulate your mind to a holistic approach and understanding of construction technology
AGENDA 3| ConTech 1A | |Dr Vittorio TramontinMEng PhD (Building/Arch. Engineering) Green Star SA Accredited Professional (New Buildings)
screenSESSION #1: SKYSCRAPERS
(Burj Khalifa)
Topics:
A1‐B1: MOBILITY
A2‐B2: RELATION MATERIALS‐STRUCTURE‐ENVELOPE
A3‐B3: ENERGY‐COMFORT
A4‐B4: PREFABRICATION AND CONSTRUCTION MANAGEMENT
A5‐B5: STRATEGIES AGAINST HORIZONTAL FORCES (WIND AND EARTHQUAKE)
A6‐B6: FIRE PROTECTION AND EVACUATION
GROUPS AND TOPICS: VIDEO N. 1
B6
B5
B4
B3
B2
B1
A1
A2
A3
A4
A5
A6
4| ConTech 1A | |Dr Vittorio TramontinMEng PhD (Building/Arch. Engineering) Green Star SA Accredited Professional (New Buildings)
University of KwaZulu‐NatalSchool of Engineering
Property Development Programme
Dr Vittorio TramontinPhD (Building /Architectural Engineering)
MEng (Building /Architectural Engineering) Pr.Eng (Italy)Green Star South Africa Accredited Professional (New Buildings)
Construction Technology & Processes 1A (ENPD1TA)
Video Presentation/Class debate session #2
Clay bricks
5| ConTech 1A | |Dr Vittorio TramontinMEng PhD (Building/Arch. Engineering) Green Star SA Accredited Professional (New Buildings)
B6
B5
B4
B3
B2
B1
SESSION #2: THE SCIENCE OF BRICK
Topics:
A1‐B1: CONTEMPORARY MANUFACTURING PROCESS/ PROPERTIES OF BRICKS
A2‐B2: BRICKS AND LATERAL LOADS
A3‐B3: ANCIENT MANUFACTURING PROCESS AND APPLICATIONS
A4‐B4: BRICKS IN HIGH RISE BUILDINGS, COMPOSITE BUILDINGS (FRAMED BUILDINGS)
A5‐B5: APPLICATIONS IN ANCIENT ROMAN ARCHITECTURE
A6‐B6: FIRE PROOFING, BONDING AND STRENGTH OF BRICKS
A1
A2
A3
A4
A5
A6
GROUPS AND TOPICS: VIDEO N. 2
ENPD1T
A - Con
structio
n Tech
nology
and Pro
cesses
1A
TUTORI
AL 1 - L
EGAL RE
STRICT
IONS
You hav
e been a
pproac
hed by
a client
that w
ould lik
e to bu
ild a do
uble-st
orey ho
use wit
h a tota
l area o
f 300
m2 on a s
ite tha
t she ha
s alrea
dy purc
hased i
n a resi
dential
area in
Durba
n. The
erf is 2
5m lon
g and 2
6m wid
e, with
one str
eet fro
ntage o
nly. You
have vi
sited th
e Local
Author
ity and
have ob
tained t
he follo
wing To
wn Plan
ning re
gulation
s. Is you
r client
’s reque
st feasib
le?
Zoning
: Res
idential
Covera
ge :
40%
Hei
ght :
Two
storey
s
FAR :
0.7
0
Buildin
g line:
7.5m t
o stree
t line
Side spa
ce:
3m
Rear sp
ace:
5m
Show r
elevant
workin
g and co
mplem
ent you
r answe
r with
sketch
es. Pos
sible so
lution:
TUTORI
AL 2 -
SIMPLE
DESIG
N CALC
ULATIO
NS OF
STRIP F
OUND
ATION
S
Design
prelimi
narily t
hrough
simple
calculat
ions the
width a
nd the
thickn
ess of
a strip
footing
for a s
ingle
storey r
esident
ial build
ing, ass
uming
a safe b
earing
capacit
y of the
sub-soi
l of 65
kPa.
A: ER
F ARE
A: 25m
x 26m
= 650
m2 B:
max C
OVER
AGE:
40%
C: ma
x F.A.
R.: 0.7
0 BU
ILDING
LINES
: 7.5 m
from s
treet l
ine,
3 m re
ar spa
ce, 5 m
side s
pace
D: TO
TAL F
LOOR
AREA
: 300 m
2 Pro
posed
F.A.R.
: D/A
= 0.46
< C
(simplif
ied sc
heme)
Propos
ed sol
ution: 2
storey
s of 15
0 m2 e
ach
Propos
ed CO
VERA
GE: 15
0 m2 /A
= 23%
< B
(simplif
ied sc
heme)
Solution
: Gen
erally,
once th
e loads
have b
een cal
culated
and the
conditi
ons of
the soi
l prope
rly inve
stigate
d, the d
esign o
f the fo
undatio
n sho
uld con
sider th
e loads
, the so
il condi
tions (in
cluding
the pre
diction
of futu
re move
ment o
f the bu
ilding or
the str
ucture
), the ty
pe of t
he struc
ture, th
e econo
mic and
time fa
ctor.
The fun
ction o
f the fo
oting is
to spr
ead the
load fr
om the
wall ov
er a suf
ficiently
large a
rea to
ensure
that th
e safe b
earing
capacit
y of t
he supp
orting s
ub-soil
is not e
xceede
d. Onc
e the lo
ad per u
nit leng
th of th
e wall i
s known
(e.g. d
ependi
ng on th
e type o
f struct
ure and
materi
als), as
well as
the saf
e bear
ing cap
acity of
the sub
soil, a r
ule of t
humb (p
relimin
ary eva
luation
) to size
the wid
th of th
e a trad
itional
concre
te strip
founda
tion is:
Load [k
N] / Are
a of fou
ndation
[m2 ] <
Safe be
aring ca
pacity o
f the su
bsoil [k
Pa = kN
/m2 ] This
implies
that: A
rea of
founda
tion [m
2 ] = Wi
dth [m
] x Leng
th [m]
> Load [
kN]/ Sa
fe bear
ing cap
acity of
the sub
soil [kN
/m2 ]. If w
e consid
er the
load pe
r unit le
ngth o
f the w
all (load
/metre)
, this m
eans th
at:
Width o
f found
ation >
(Load/m
etre) / S
afe bea
ring cap
acity of
the sub
soil
Safe be
aring ca
pacity (
design
load): ac
tual Be
aring ca
pacity (
strengt
h)/ fact
or of sa
fety
The pre
ssure o
n found
ations o
f a singl
e store
y dwellin
g with
load-be
aring w
alls can
be
assume
d 30-3
5 kPa. W
ith refe
rence t
o 1 m o
f the st
rip foo
ting:
Therefo
re: wid
th: W [
m] > (3
5 kN/m)
/ 65 KPa
= 0.53
8 m = 5
38 mm
Assum
ing a do
uble-le
af wall (
solid w
all) 230
mm wid
e: Ide
al thickn
ess ≥ (W
– 230 m
m)/2 =
308 mm
/2= 154
mm
This wo
uld be
the val
ue so th
at the t
hicknes
s of the
strip f
ooting
is at le
ast equ
al to the
pro
jection
of the
founda
tion eac
h side o
f the w
all. How
ever, th
e minim
um thi
ckness
acc
ording
to the d
eemed-
to-satis
fy requ
irement
s of SAN
S 10400
-H is 20
0 mm,
therefo
re the
actual th
ickness
in this
case m
ust be
200 mm
. TUT
ORIAL
4 – De
tails
Dra
w a de
tail sho
wing a
section
throug
h a soli
d slab r
aft fou
ndation
(slab-o
n-the-g
round)
and its
connec
tion wit
h an ext
ernal c
avity bl
ock wa
ll (while
sketch
ing con
sider th
e step-
by-step
proced
ure
– seque
nce of
constru
ction ac
tivities)
Pos
sible so
lutions
(therm
al insula
tion sho
uld be c
onsider
ed. This
will be
covere
d in sec
ond sem
ester):
[Drawi
ng sour
ce: Co
ncrete
Manuf
acturers
Ass
ociation
(2004)
. Detaili
ng of co
ncrete
mason
ry – vol
. 4]
1 m
Width
1
Construction Technology & Processes 1A [ENPD1TA]
< Animated construction sequences. Reinforced concrete frame connections, dry-wall systems >
University of KwaZulu-NatalSchool of EngineeringBSc Property Development
Shuttering/formwork
Reinforced concrete frame (cast in-situ), beam and block slabBeam-column-slab connection (stirrups of column of upper floor not represented)
Reinforced concrete frame (cast in-situ), beam and block slabBeam-column-slab connection (stirrups of column of upper floor not represented)
Precast beams of the slab (different types can be used, eg. prestressed beams or other solutions), then concrete blocks (or clay pots) and steel reinforcement of primary beams and ring beams,
Shuttering/formworkPrecast beams of the slab (different types can be used, eg. prestressed beams or other solutions),
then concrete blocks (or clay pots) and steel reinforcement of primary beams and ring beams
Slab reinforcementSlab reinforcement, welded mesh steel fabric reinforcement
Reinforced concrete frame (cast in-situ), beam and block slabBeam-column-slab connection (stirrups of column of upper floor not represented)
Shuttering/formworkPrecast beams of the slab (different types can be used, eg. prestressed beams or other solutions),
then concrete blocks (or clay pots) and steel reinforcement of primary beams and ring beams
Slab reinforcementWelded mesh steel fabric reinforcement
Concrete is poured and sets
Reinforced concrete frame (cast in-situ), beam and block slabBeam-column-slab connection (stirrups of column of upper floor not represented)
Shuttering/formworkPrecast beams of the slab (different types can be used, eg. prestressed beams or other solutions),
then concrete blocks (or clay pots) and steel reinforcement of primary beams and ring beams
Slab reinforcementWelded mesh steel fabric reinforcement
Concrete is poured and setsReinforced concrete column of upper floor
Reinforced concrete frame (cast in-situ), beam and block slabBeam-column-slab connection (stirrups of column of upper floor not represented)
EN
PD
1TA
| C
ON
ST
RU
CT
ION
TE
CH
NO
LGY
AN
D P
RO
CE
SS
ES
1A
|
AS
SIG
NM
EN
T N
. 1
1
| 3
UN
IVER
SITY
OF
KWA
ZULU
-NA
TAL
CO
NST
RUC
TIO
N S
TUD
IES
DIS
CIP
LIN
E BS
c PR
OPE
RTY
DEV
ELO
PMEN
T
ENPD
1TA
– C
ON
STR
UC
TIO
N T
ECH
NO
LOG
Y &
PR
OC
ESSE
S 1A
EN
PD1D
W –
CO
NST
RU
CTI
ON
DR
AW
ING
ASS
IGN
MEN
T N
. 1
REP
OR
T O
N A
NEW
DO
MES
TIC
RES
IDEN
TIA
L C
ON
STR
UC
TIO
N S
ITE
[C
T =
Con
stru
ctio
n Te
chno
logy
task
; CD
= C
onst
ruct
ion
Dra
win
g ta
sk]
Gro
ups o
f app
roxi
mat
ely
5 stu
dent
s will
be
form
ed a
t the
star
t of t
he se
mes
ter.
Thes
e gr
oups
will
wor
k to
geth
er fo
r the
ent
ire
sem
este
r.
An
effe
ctiv
e w
ay to
gai
n ac
quai
ntan
ce w
ith b
uild
ing
prac
tice
is to
get
am
ong
build
ings
. You
shou
ld fo
ster
this
habi
t thr
ough
out
your
car
eer.
All
grou
ps a
re to
iden
tify
and
pres
ent f
or a
ppro
val t
he p
hoto
grap
hic
reco
rd a
nd th
e co
nstr
uctio
n dr
awin
gs (a
t th
e ve
ry le
ast a
pla
n vi
ew o
f th
e pr
ojec
t) of
a h
ouse
con
stru
ctio
n pr
ojec
t, by
Wed
nesd
ay 2
2nd
Febr
uary
201
7.
In s
elec
ting
a pr
ojec
t, th
e fo
llow
ing
crite
ria s
houl
d be
fol
low
ed:
A
sin
gle
singl
e-st
orey
bui
ldin
g (d
oubl
e-st
orey
bui
ldin
gs m
ay a
lso b
e ac
cept
ed a
t disc
retio
n of
the
lect
urer
) of a
t lea
st 50
m2
in a
rea,
but
gen
eral
ly n
ot g
reat
er th
an 2
50 m
2
Th
e bu
ildin
g to
inco
rpor
ate
both
hot
and
col
d w
ater
ret
icul
atio
n, a
s w
ell a
s so
il an
d w
aste
disp
osal
ser
vice
s
W
allin
g m
ay b
e ei
ther
bric
kwor
k or
blo
ckw
ork
In
terio
r ro
oms
shou
ld h
ave
ceili
ngs
Th
e bu
ildin
g m
ust h
ave
both
ele
ctric
pow
er s
uppl
y an
d lig
htin
g
Fo
unda
tions
may
be
eith
er tr
aditi
onal
str
ip f
ootin
gs, o
r a
raft
sla
b, b
ut m
ay n
ot b
e pi
led
Ro
ofin
g m
ay h
ave
eith
er s
mal
l- or
larg
e-un
it co
verin
gs b
ut p
refe
rabl
y no
t be
a fla
t con
cret
e sla
b
Th
e pr
ojec
t may
be
an e
xten
sion
to a
n ex
istin
g ho
use,
but
sho
uld
not b
e pr
edom
inan
tly c
once
rned
with
alte
ratio
ns to
su
ch a
str
uctu
re. I
n th
e ca
se o
f a
reno
vatio
ns p
roje
ct, i
t sho
uld
incl
ude
door
s an
d w
indo
ws
in th
e ex
tern
al e
nvel
ope.
Do
not b
e to
o am
bitio
us in
sel
ectin
g yo
ur p
roje
ct, y
our
acqu
aint
ance
with
bui
ldin
g is
cert
ainl
y el
emen
tary
, so
choo
se a
sim
ple
build
ing.
Pre
fera
bly
sele
ct o
ne w
here
bui
ldin
g ha
s ju
st c
omm
ence
d or
whi
ch is
in it
s ea
rly s
tage
s. Y
ou w
ill b
e fo
rtun
ate
if yo
u ar
e in
at t
he s
tart
.
Each
gro
up w
ill b
e re
quire
d to
obs
erve
the
cons
truc
tion
activ
ity o
n sit
e re
gula
rly, a
nd a
s of
ten
as p
ossib
le (e
.g. o
n a
wee
kly
basis
), to
inte
ract
with
par
ticip
ants
in th
e co
nstr
uctio
n pr
oces
s (e
.g. c
lient
, for
eman
, con
trac
tor,
arch
itect
, etc
.), a
nd to
asc
erta
in
the
deta
iled
cons
truc
tion
desc
riptio
ns (e
.g. c
onst
ruct
ion
deta
ils u
sed
as c
ompa
red
to th
eory
, ‘fin
ishes
’ cho
se, e
tc.).
The
pur
pose
of
the
exe
rcise
is t
o en
able
indi
vidu
al s
tude
nts
to w
ork
with
in a
gro
up, a
nd s
o ‘p
ool’
reso
urce
s, kn
owle
dge
etc
and
deve
lop
conf
iden
ce i
n un
dert
akin
g sp
ecifi
ed t
asks
whi
ch f
orm
the
cor
e co
mpo
nent
s of
the
cou
rses
. Th
e m
anne
r in
whi
ch t
asks
are
di
strib
uted
am
ongs
t gro
up m
embe
rs is
not
pre
scrib
ed. H
owev
er, e
ach
stud
ent i
s ad
vise
d to
be
invo
lved
to th
e fu
llest
pos
sible
ex
tent
in th
e gr
oup
activ
ities
, and
the
grou
p is
requ
ired
to e
nsur
e th
at th
ere
is an
equ
itabl
e sp
read
of
wor
k am
ongs
t the
team
m
embe
rs. A
sys
tem
is in
pla
ce s
o th
at a
t the
end
of
the
mod
ule,
a m
oder
atio
n of
the
grou
p m
ark
reac
hed
can
be a
chie
ved
to
iden
tify
an in
divi
dual
stu
dent
mar
k ba
sed
on th
e in
divi
dual
con
trib
utio
n.
Hav
ing
sele
cted
a s
uita
ble
proj
ect,
you
are
then
exp
ecte
d to
pro
duce
a t
yped
rep
ort
on t
hat
cons
truc
tion
proj
ect
and
cons
truc
tion
site.
In
com
pilin
g th
e gr
oup
repo
rt,
a nu
mbe
r of
spe
cific
iss
ues
need
to
be a
ddre
ssed
. Th
ese
are
pres
ente
d he
reun
der
in th
e fo
rm o
f a
serie
s of
task
s/pr
oble
ms
whi
ch m
ust b
e ad
dres
sed
and
unde
rsto
od b
y al
l mem
bers
of
the
grou
p:
1.
Your
rep
ort m
ust s
tart
with
a b
rief
desc
riptio
n of
the
finish
ed b
uild
ing,
e.g
. “a
singl
e st
orey
hou
se c
onta
inin
g lo
unge
, di
ning
-roo
m, t
wo
bedr
oom
s, ki
tche
n, e
tc. a
nd s
epar
ate
gara
ge; p
last
ered
ext
erna
lly a
nd in
tern
ally
, roo
fed
with
tile
s an
d ha
ving
lam
inat
e w
oode
n flo
ors.
Etc.
”. [C
T]
2.
A s
ketc
h of
the
flo
or p
lan
indi
catin
g ap
prox
imat
e di
men
sions
of
room
s an
d th
e ov
eral
l siz
e of
the
bui
ldin
g m
ust
bein
clud
ed. [
CT/
CD
]
3.
A s
ectio
n of
the
repo
rt m
ust i
nclu
de a
crit
ical
ana
lysis
on
the
site
cond
ition
s, co
verin
g th
e fo
llow
ing
aspe
cts:
a)W
hat i
s th
e ar
ea o
f th
e se
lect
ed s
ite?
Wha
t bui
ldin
g re
stric
tions
app
ly to
the
sele
cted
site
? D
iscus
s at
leas
tfo
ur le
gal r
estr
ictio
ns a
nd e
xpla
in th
eir
mea
ning
and
impl
icat
ions
, with
ref
eren
ce to
the
sele
cted
pro
ject
. Do
any
serv
itude
s ap
ply
to th
e sit
e? P
rovi
de a
ske
tch
(pla
n vi
ew) s
how
ing
whi
ch le
gal r
estr
ictio
ns a
pply
to y
our
sele
cted
site
[CT/
CD
]
b)A
part
fro
m le
gal r
estr
ictio
ns, o
ther
fac
tors
aff
ect t
he w
ay in
whi
ch a
site
and
a b
uild
ing
are
plan
ned.
Disc
uss
criti
cally
the
se f
acto
rs w
ith r
efer
ence
to
the
proj
ect
and
the
site
that
you
hav
e se
lect
ed. C
ompl
emen
t yo
urw
ritte
n w
ork
with
fre
ehan
d sk
etch
es th
at s
uppo
rt y
our
stat
emen
ts [C
T/C
D]
c)W
hat
dire
ctio
n do
es t
he m
ain
build
ing
face
? Ex
plai
n w
hy b
uild
ing
o rie
ntat
ion
is an
im
port
ant
desig
n
EN
PD
1TA
| C
ON
ST
RU
CT
ION
TE
CH
NO
LGY
AN
D P
RO
CE
SS
ES
1A
|
AS
SIG
NM
EN
T N
. 1
2
| 3
cons
ider
atio
n an
d cr
itica
lly d
iscus
s th
e ef
fect
s of
bui
ldin
g or
ient
atio
n fo
r yo
ur s
elec
ted
proj
ect,
in r
espe
ct o
f th
e cl
imat
ic c
ondi
tions
of
the
site.
Com
plem
ent y
our
writ
ten
wor
k w
ith f
reeh
and
sket
ches
whi
ch s
uppo
rt y
our
expl
anat
ion
[CT/
CD
]
d)W
hich
is th
e ty
pe o
f erf
of y
our s
elec
ted
proj
ect?
(E.g
. erf
with
onl
y on
e st
reet
fron
tage
, cor
ner e
rf).
Com
pare
th
ree
diff
eren
t typ
es d
iscus
sing
adva
ntag
es a
nd d
isadv
anta
ges
of e
ach.
[CT]
e)
Des
crib
e th
e slo
pe o
f th
e sit
e, r
elat
ive
to t
he la
yout
of
the
mai
n bu
ildin
g. E
xpla
in h
ow t
he s
lope
of
a sit
ege
nera
lly a
ffec
ts b
uild
ing
desig
n an
d co
nstr
uctio
n. P
rovi
de s
ketc
hes
to s
uppo
rt y
our
writ
ten
wor
k. [
CT/
CD
]
f)
Wha
t are
the
mai
n so
il ch
arac
teris
tics
that
nee
d to
be
inve
stig
ated
in o
rder
to p
rovi
de th
e de
sign
team
with
co
mpr
ehen
sive
info
rmat
ion
abou
t the
sub
-soi
l con
ditio
ns?
[CT]
g)W
hat i
s kn
own
abou
t the
gro
und
cond
ition
s ap
plyi
ng to
the
site?
Des
crib
e th
e ty
pe a
nd c
hara
cter
istic
s of t
he
sub-
soil
of y
our
sele
cted
site
. The
Eng
inee
r re
quire
s a
prec
ise k
now
ledg
e of
the
sub-
soils
und
er th
e bu
ildin
g.
Disc
uss
two
usua
l met
hods
of
obta
inin
g sa
mpl
es o
f su
bsoi
l str
ata
for
field
and
labo
rato
ry te
sts.
[CT]
h)D
escr
ibe
the
site
encl
osur
e (e
.g. w
allin
g, f
ence
s, et
c.)
by r
efer
ence
to
trad
e ca
talo
gues
or
to G
robb
elaa
r(1
993)
. Pro
vide
a d
etai
led
site
plan
/sta
nd d
evel
opm
ent p
lan
[as
per
page
259
of
Gro
bbel
aar]
, ind
icat
ing
all e
xter
nal w
orks
, enc
losu
res e
tc.,
wat
er su
pply
, sew
age
and
elec
tric
ity su
pply
runs
, as w
ell a
s gar
den
layo
ut
that
you
wou
ld r
ecom
men
d fo
r th
e pr
ojec
t. [C
D]
i)Pr
ovid
e a
sket
ch il
lust
ratin
g th
e sit
e es
tabl
ishm
ent p
lan
of th
e co
nstr
uctio
n pr
ojec
t you
hav
e se
lect
ed. D
iscus
s th
e m
ain
cons
ider
atio
ns w
hich
aff
ect t
he s
ite la
yout
/est
ablis
hmen
t pla
n, a
lso w
ith r
efer
ence
to y
our
sele
cted
co
nstr
uctio
n sit
e. D
escr
ibe
wha
t ext
erna
l wor
ks (a
nd c
onst
ruct
ions
, pav
ing
etc.
out
side
the
mai
n bu
ildin
g) a
re
evid
ent.
[CD
/CT]
4.
On
a se
para
te se
ctio
n of
you
r doc
umen
t, yo
u ar
e ex
pect
ed to
pro
duce
a re
port
of w
hat t
ook
plac
e on
that
job
durin
g th
e pe
riod
you
had
it un
der
obse
rvat
ion.
You
firs
tly n
eed
to r
ecor
d th
e st
age
reac
hed
at y
our
first
visi
t (e.
g. a
re th
e tr
ench
es d
ug?
Are
the
con
cret
e fo
otin
gs in
? W
hat
heig
ht h
as t
he b
rickw
ork
reac
hed?
Are
doo
r fr
ames
set
up?
Are
win
dow
s in
pos
ition
? A
nd s
o on
). Th
e jo
b m
ust b
e vi
sited
at r
egul
ar in
terv
als
and
a re
cord
kep
t of
the
prog
ress
mad
e on
the
vario
us p
arts
, wha
t tra
des
have
sta
rted
, wha
t mat
eria
ls ha
ve b
een
deliv
ered
sin
ce y
our
prev
ious
visi
t, w
heth
er
wor
k ha
s be
en h
eld
up b
y ba
d w
eath
er o
r fo
r an
y ot
her r
easo
n, a
nd if
pos
sible
how
man
y m
en a
re e
mpl
oyed
on
the
job
and
how
, no
ting
if th
e nu
mbe
r va
ries.
A p
hoto
grap
hic
reco
rd o
f th
e pr
ogre
ss s
houl
d al
so b
e co
mpi
led
and
orga
nise
d by
dat
es o
f yo
ur v
isits
. Eac
h fig
ure
mus
t ha
ve a
cap
tion
with
a p
rope
r de
scrip
tion.
You
can
incl
ude
also
digi
tal p
hoto
s of
any
con
stru
ctio
n de
tails
you
con
sider
to
be p
artic
ular
ly in
tere
stin
g or
unu
sual
on
the
proj
ect.
This
mig
ht a
lso c
over
ins
tanc
es o
f po
or b
uild
ing
prac
tices
see
n, o
r iss
ues
whi
ch w
ill l
ikel
y re
sult
in f
utur
e m
aint
enan
cepr
oble
ms.
[CT]
5.
Sket
ches
sho
uld
be in
clud
ed in
any
poi
nts
of c
onst
ruct
ion
whi
ch y
ou c
onsid
er h
elpf
ul to
impr
ove
the
unde
rsta
ndin
g of
your
disc
ussio
n/ex
plan
atio
n [C
D]
All
this
info
rmat
ion
mus
t be
writ
ten
up in
the
form
of
a se
ries o
f re
port
s –
givi
ng th
e da
tes f
or th
e sp
ecifi
c se
ctio
n re
gard
ing
the
obse
rvat
ion
of t
he c
onst
ruct
ion
activ
ities
on
site
– an
d fin
ally
bou
nd t
oget
her
in o
ne c
ompr
ehen
sive
and
cons
isten
t do
cum
ent,
incl
udin
g an
y ot
her
com
men
ts o
n th
e pr
ogre
ss a
s a
who
le o
r an
y ot
her
gene
ral c
omm
ents
you
may
car
e to
mak
e.
In a
dditi
on to
the
repo
rt, y
our t
eam
is e
xpec
ted
to d
evel
op a
slid
e sh
ow a
nd to
mak
e an
ora
l pre
sent
atio
n in
cla
ss, s
umm
arisi
ng
the
wor
k do
ne a
nd h
ighl
ight
ing
the
mos
t sig
nific
ant i
nfor
mat
ion
(incl
udin
g th
e m
ost s
igni
fican
t ske
tche
s an
d dr
awin
gs t
hat y
ou
have
pro
duce
d).
Each
gro
up p
rese
ntat
ion
will
be
stric
tly l
imite
d to
10
min
utes
. Th
e pr
esen
tatio
n sh
ould
inc
lude
attr
activ
e au
diov
isual
mat
eria
l and
use
app
ropr
iate
styl
e. O
ral i
nter
view
s with
gro
ups,
inte
rrog
atin
g th
e pa
rtic
ipat
ion
and
unde
rsta
ndin
g of
eac
h gr
oup
mem
ber
will
be
sche
dule
d if
cons
ider
ed n
eces
sary
. [C
T]
In m
arki
ng th
e re
port
and
the
pres
enta
tion,
atte
ntio
n w
ill b
e gi
ven
not o
nly
to th
e m
ater
ial c
onta
ined
, but
also
to th
e m
anne
r in
whi
ch it
is p
rese
nted
. All
docu
men
tatio
n su
bmitt
ed in
res
pect
of
the
grou
p w
ork
repo
rt is
to b
e bo
und
in a
nea
t fas
hion
, with
a
tabl
e of
con
tent
s an
d ea
ch s
ectio
n be
ing
clea
rly s
epar
ated
(pl
ease
che
ck t
he a
sses
smen
t cr
iteria
and
the
sub
miss
ion
requ
irem
ents
). G
roup
s ar
e ad
vise
d to
mak
e a
spar
e co
py o
f al
l do c
umen
tatio
n in
cas
e th
e or
igin
al d
ocum
ents
are
misp
lace
d.
An
elec
tron
ic c
opy
mus
t be
sub
mitt
ed t
oget
her
with
the
har
d co
py. A
ll th
e ph
otog
raph
ic m
ater
ial m
ust
be a
lso in
clud
ed in
a
dedi
cate
d fo
lder
.
In c
ompl
etin
g th
e ta
sks
abov
e, y
ou a
re e
ncou
rage
d to
pro
vide
as
full
a se
t of
docu
men
tatio
n as
pos
sible
, as
wel
l to
incl
ude
appr
opria
te r
efer
ence
s us
ing
corr
ect
refe
renc
ing
styl
e, s
how
ing
how
you
hav
e es
tabl
ished
you
r so
lutio
ns.
You
are
in f
act
serio
usly
adv
ised
to c
onsu
lt th
e re
com
men
ded
text
s for
ass
istan
ce in
com
pilin
g yo
ur re
port
. You
are
not
rest
ricte
d to
the
abov
e iss
ues
only
- in
fac
t you
are
enc
oura
ged
to e
xten
d th
e st
udy
furt
her,
by in
tera
ctin
g w
ith t
he v
ario
us s
take
hold
ers
invo
lved
in
the
proj
ect a
nd b
y as
king
que
stio
ns to
bui
ldin
g ow
ners
, for
emen
, est
ate
agen
ts, c
ontr
acto
rs, a
rchi
tect
s, et
c.
This
assig
nmen
t w
ill c
ount
10%
tow
ards
the
fin
al m
ark
for
ENPD
1TA
. With
res
pect
to
ENPD
1DW
, che
ck t
he r
elev
ant
mar
k al
loca
tion
as in
dica
ted
in th
e re
leva
nt m
odul
e ou
tline
.
Fina
l dat
e fo
r su
bmiss
ion
of th
e re
port
: 25t
h Apr
il D
ate
of th
e or
al p
rese
ntat
ion:
3rd
May
EN
PD
1TA
| C
ON
ST
RU
CT
ION
TE
CH
NO
LGY
AN
D P
RO
CE
SS
ES
1A
|
AS
SIG
NM
EN
T N
. 1
3 |
3
RE
PO
RT
AS
SIG
NM
EN
TS
: T
YP
ICA
L A
SS
ES
SM
EN
T G
RA
DIN
G C
RIT
ER
IA
Mar
kin
g c
rite
ria
Un
acce
pta
ble
R
efer
/ F
ail (
<50
%)
Pas
s G
rad
e (5
0 -
59%
) F
airl
y G
oo
d /
Go
od
Gra
de
(60
- 74
%)
Exc
elle
nt
Gra
de
(≥75
%)
CO
MP
LE
TIO
N O
F
PR
ES
CR
IBE
D T
AS
KS
–
Cov
erag
e of
ass
ignm
ent
cont
ent (
typi
cally
10%
)
Did
not
com
plet
e ta
sks
adeq
uate
ly in
term
s of
co
vera
ge /
rigou
r of
in
vest
igat
ion
Mar
gina
lly s
atis
fies
basi
c re
quire
men
t in
term
s of
co
vera
ge /
rigou
r fo
r m
ost
task
s
Cle
arly
sat
isfie
s ba
sic
requ
irem
ent i
n te
rms
of
cove
rage
/ rig
our
for
all t
asks
Exc
eeds
bas
ic r
equi
rem
ent i
n te
rms
of c
over
age
/ rig
our
for
all
task
s
LIT
ER
AT
UR
E /
PR
AC
TIC
E
RE
VIE
W –
Dem
onst
rate
d pe
rson
al in
vest
igat
ion
of
issu
es
OR
D
epth
and
bre
adth
of
inve
stig
atio
n in
to th
e su
bjec
t ar
ea (
typi
cally
25%
)
Did
not
com
plet
e ta
sks
adeq
uate
ly in
term
s of
co
nten
t dep
th /
rigou
r of
in
vest
igat
ion
OR
Li
ttle
or n
o ev
iden
ce o
f re
adin
g ar
ound
the
subj
ect o
r di
scus
sion
w
ith e
xper
ts
Mar
gina
lly s
atis
fies
basi
c re
quire
men
t in
term
s of
co
nten
t dep
th /
rigou
r fo
r m
ost t
asks
O
R
Mar
gina
l evi
denc
e of
so
me
limite
d re
adin
g ar
ound
the
subj
ect o
r di
scus
sion
with
exp
erts
Cle
arly
sat
isfie
s ba
sic
requ
irem
ent i
n te
rms
of c
onte
nt
dept
h / r
igou
r fo
r al
l tas
ks
OR
C
lear
evi
denc
e an
d ap
plic
atio
n of
rea
ding
s re
leva
nt to
the
subj
ect w
ithin
the
text
, as
wel
l as
exp
ert o
pini
ons
Exc
eeds
bas
ic r
equi
rem
ent i
n te
rms
of c
onte
nt d
epth
/ rig
our
for
all t
asks
O
R
Has
dev
elop
ed o
wn
idea
s an
d ju
stifi
ed u
sing
a w
ide
rang
e of
so
urce
s of
theo
ries
and
expe
rt
opin
ion
whi
ch h
as b
een
thor
ough
ly a
naly
sed,
app
lied
and
test
ed
SU
BJE
CT
U
ND
ER
ST
AN
DIN
G –
C
onsi
dera
tion,
and
de
mon
stra
ted
unde
rsta
ndin
g of
topi
c fin
ding
s (t
ypic
ally
20
%)
Fai
ls to
dem
onst
rate
un
ders
tand
ing
of
topi
c/is
sues
in a
sty
le
whi
ch is
logi
cal,
cohe
rent
and
flow
ing
Atte
mpt
s a
logi
cal a
nd
cohe
rent
und
erst
andi
ng o
f th
e su
bjec
t are
a
Con
sist
ent u
nder
stan
ding
de
mon
stra
ted
in a
logi
cal,
cohe
rent
and
luci
d m
anne
r
Wor
k sh
ows
a w
ell-
coo
rdin
ated
, gr
ound
ed a
nd r
easo
ned
unde
rsta
ndin
g of
topi
cs a
nd
rele
vanc
e to
pra
ctic
e
PR
AC
TIC
AL
AP
PL
ICA
TIO
N
– In
clus
ion
of p
ract
ical
ap
plic
atio
ns
OR
P
rodu
ctio
n of
exa
mpl
es o
f do
cum
enta
tion
used
in
prac
tice
(typ
ical
ly 1
5%)
Did
not
atte
mpt
to
inte
rrog
ate
prac
tical
ap
plic
atio
ns r
elat
ed to
th
eore
tical
con
tent
O
R
Did
not
pro
duce
su
ffici
ent e
xam
ples
of
stan
dard
doc
umen
tatio
n
Mar
gina
lly s
atis
fies
basi
c re
quire
men
t in
term
s of
in
tegr
atin
g ex
ampl
es o
f pr
actic
al a
pplic
atio
n O
R
App
ropr
iate
indi
vidu
al
exam
ples
of s
tand
ard
docu
men
tatio
n pr
oduc
ed
for
mos
t act
iviti
es
Cle
arly
sat
isfie
s ba
sic
requ
irem
ent i
n te
rms
of
inte
grat
ing
exam
ples
of
prac
tical
app
licat
ion
OR
A
ppro
pria
te in
divi
dual
ex
ampl
es o
f sta
ndar
d do
cum
enta
tion
prod
uced
for
mos
t sta
ndar
d ac
tiviti
es,
toge
ther
with
insi
ghtfu
l ana
lysi
s of
thei
r ad
equa
cy
Exc
eeds
bas
ic r
equi
rem
ent i
n te
rms
of in
tegr
atin
g ex
ampl
es o
f pr
actic
al a
pplic
atio
n
OR
In
tegr
ated
set
of s
tand
ard
docu
men
tatio
n pr
oduc
ed, t
oget
her
with
insi
ghtfu
l ana
lysi
s of
thei
r ad
equa
cy
PE
RS
ON
AL
RE
FL
EC
TIO
N –
C
ritic
al r
efle
ctio
n on
lear
ning
ex
perie
nces
with
in th
e as
sign
men
t (ty
pica
lly 2
0%)
App
ropr
iate
sel
ectio
n of
co
nten
t / th
eory
but
so
me
key
aspe
cts
mis
sed
/ mis
cons
true
d
Mos
t key
theo
ries
incl
uded
in w
ork
in a
n ap
prop
riate
man
ner
Insi
ghtfu
l, ap
prop
riate
sel
ectio
n of
and
ref
lect
ion
on c
onte
nt /
theo
ry in
key
are
as
Ass
ignm
ent d
emon
stra
tes
cons
ider
able
inno
vatio
n in
the
hand
ling
of c
onte
nt /
theo
ry
PR
ES
EN
TA
TIO
N -
Sty
le a
nd
refe
renc
ing
(10%
) La
ngua
ge, g
ram
mar
an
d/or
spe
lling
poo
r.
Poo
r re
fere
ncin
g.
Vis
ually
‘slo
ppy’
-
‘Unp
rofe
ssio
nal’
pres
enta
tion
styl
e
Lang
uage
mai
nly
fluen
t. G
ram
mar
and
spe
lling
m
ainl
y ac
cura
te.
Ade
quat
e re
fere
ncin
g.
Vis
ually
ade
quat
e -
adeq
uate
pre
sent
atio
n st
yle
Tho
ught
s an
d id
eas
clea
rly
expr
esse
d. G
ram
mar
and
sp
ellin
g ac
cura
te a
nd la
ngu a
ge
fluen
t. G
ood
refe
renc
ing.
V
isua
lly a
ttrac
tive
- P
rofe
ssio
nal’
pres
enta
tion
styl
e
Cla
rity
of e
xpre
ssio
n ex
celle
nt.
Con
sist
ently
acc
urat
e us
e of
gr
amm
ar a
nd s
pelli
ng w
ith fl
uent
pr
ofes
sion
al /
acad
emic
writ
ing
styl
e. E
xcel
lent
ref
eren
cing
. Vis
ual
impr
essi
on e
xcel
lent
. Exc
elle
nt
pres
enta
tion
styl
e Gen
eral
no
tes
The
follo
win
g gu
idel
ines
are
inte
nded
to p
rovi
de th
e st
uden
ts w
ith a
n in
dica
tion
of g
ener
al r
equi
rem
ents
whe
n at
tem
ptin
g th
e va
rious
act
iviti
es r
elat
ed t
o th
e pr
oduc
tion
of a
rep
ort.
The
follo
win
g co
nstit
ute
posi
tive
crite
ria fo
r m
arki
ng a
nd w
ill b
e re
war
ded:
Wor
k th
at is
pla
nned
and
str
uctu
red
W
ork
whi
ch
embo
dies
an
ar
gum
ent
and
is
rigor
ous,
lo
gica
l an
d su
stai
ned
W
ork
that
is c
onci
se a
nd p
reci
se
W
ork
that
is c
lear
ly p
rese
nted
Wor
k th
at is
fully
ref
eren
ced
W
ork
that
is c
ritic
ally
eva
luat
ed
T
ext w
hich
em
bodi
es a
bal
ance
of e
xpla
natio
n, a
naly
sis
and
synt
hesi
s
Wor
k w
hich
con
sist
ently
eng
ages
with
the
ques
tion
and
is re
leva
nt to
the
topi
c T
he fo
llow
ing
cons
titut
e ne
gativ
e cr
iteria
for
mar
king
and
will
be
pena
lised
:
W
ork
that
is d
efic
ient
in p
lann
ing
and
stru
ctur
e
W
ork
that
is p
oorly
arg
ued
W
ork
that
is p
oorly
pre
sent
ed
W
ork
that
is p
oorly
ref
eren
ced
T
ext i
n w
hich
cla
ims
are
mad
e in
the
narr
ativ
e th
at a
re u
nsup
port
ed a
nd
whi
ch la
pse
into
opi
nion
and
ane
cdot
e
Tex
t whi
ch is
def
icie
nt in
exp
lana
tion
and
anal
ysis
Tex
t whi
ch is
sim
ply
a re
prod
uctio
n of
lect
ure
note
s or
in w
hich
orig
inal
ity,
inno
vatio
n an
d im
agin
atio
n ar
e co
nspi
cuou
s in
thei
r ab
senc
e
T
ext w
hich
doe
s no
t rel
ate
to th
e te
rms
of r
efer
ence
Sp
ecif
ic g
uid
elin
es
The
follo
win
g gu
idel
ines
are
inte
nded
to p
rovi
de th
e st
uden
ts w
ith a
n in
dica
tion
of th
e re
quire
men
ts fo
r th
e sp
ecifi
c se
ctio
ns o
f the
rep
ort:
The
follo
win
g co
nstit
ute
posi
tive
crite
ria fo
r m
arki
ng a
nd w
ill b
e re
war
ded:
Brie
f des
crip
tion
of th
e bu
ildin
g
Cle
ar a
nd c
onci
se d
escr
iptio
n R
elev
ant i
nfor
mat
ion
obta
ined
Site
con
ditio
ns a
nd P
rogr
ess
repo
rt
All
aspe
cts
cove
red
in d
epth
W
ell
hand
led
/ade
quat
e re
sear
ch
proc
ess/
in
terv
iew
s/
info
rmat
ion
colle
ctio
n
Goe
s be
yond
bas
ic c
ours
e m
ater
ial
Cle
ar e
vide
nce
of p
erso
nal l
earn
ing
poin
ts
Val
id/e
ffect
ive
use
and
appl
icat
ion
of r
elev
ant t
heor
ies
Pic
ture
s, p
lans
and
ske
tche
s C
lear
, attr
activ
e an
d re
leva
nt d
iagr
ams
and
pict
ures
C
ompl
ete,
exh
aust
ive
set o
f pla
ns, p
ictu
res,
ske
tche
s
The
follo
win
g co
nstit
ute
nega
tive
crite
ria fo
r m
arki
ng a
nd w
ill b
e pe
nalis
ed:
Brie
f des
crip
tion
of th
e bu
ildin
g
Vag
ue, u
ninf
orm
ativ
e de
scrip
tion
M
ost o
f the
rel
evan
t inf
orm
atio
n le
ft ou
t or
poor
ly c
over
ed
Site
con
ditio
ns/p
rogr
ess
repo
rt
Asp
ects
of s
ite c
ondi
tions
inco
mpl
ete,
sup
erfic
ially
trea
ted
P
oorly
ha
ndle
d /in
adeq
uate
re
sear
ch
proc
ess/
in
terv
iew
s/
info
rmat
ion
colle
ctio
n
Bas
ic c
ours
e m
ater
ial o
nly
Per
sona
l lea
rnin
g un
clea
r, n
ot s
tate
d
Ina
ccur
ate/
ques
tiona
ble
know
ledg
e an
d ap
plic
atio
n of
theo
ries
Pic
ture
s, p
lans
and
ske
tche
s I
rrel
evan
t, po
or o
r no
n-ex
iste
nt d
iagr
ams
and
pict
ures
P
oor
set o
f pla
ns, p
ictu
res,
ske
tche
s
EN
PD1T
B |
CO
NST
RUC
TIO
N T
ECH
NO
LGY
AN
D P
ROC
ESSE
S 1B
|
ASS
IGN
MEN
T
Uni
vers
ity o
f Kw
aZul
u-N
atal
| S
choo
l of
Engi
neer
ing
| C
onst
ruct
ion
Stud
ies
Disc
iplin
e
BSc
Prop
erty
Dev
elop
men
t
EN
PD1T
B |
CO
NST
RU
CTI
ON
TEC
HN
OLO
GY
& P
RO
CES
SES
1B
ASS
IGN
MEN
T |
CO
NST
RUC
TIO
N T
ECH
NO
LOG
Y (E
XTR
AC
T)
GR
OU
P R
EPO
RT
AN
D P
RES
ENTA
TIO
N O
N A
SEL
ECTE
D C
ON
STR
UC
TIO
N P
RO
JEC
T
In th
e fir
st s
emes
ter,
you
wer
e re
quire
d to
com
pile
a r
epor
t on
a re
siden
tial-s
cale
bui
ldin
g pr
ojec
t for
the
mod
ule
“Con
stru
ctio
n Te
chno
logy
an
d Pr
oces
ses
1A”.
The
act
iviti
es w
hich
you
are
req
uire
d to
und
erta
ke in
the
seco
nd s
emes
ter
with
reg
ard
to th
is pr
ojec
t are
as f
ollo
ws:
[…]
Gre
en B
uild
ing
Tech
nolo
gy a
nd E
nerg
y U
sage
in B
uild
ings
1.
D
iscus
s th
e en
ergy
-eff
icien
t str
ateg
ies
that
you
can
iden
tify
in y
our
sele
cted
pro
ject
. Pro
vide
rea
sons
and
evi
denc
e fo
r yo
ur s
tate
men
ts (e
.g. p
ictur
es o
r dr
awin
gs)
2.
Sugg
est p
ossib
le f
urth
er s
trat
egie
s to
impr
ove
the
ther
mal
per
form
ance
of
the
exte
rnal
wal
ls an
d th
e ro
of a
ssem
bly.
Pro
vide
at l
east
tw
o st
rate
gies
for
the
ext
erna
l wal
ls an
d tw
o fo
r th
e ro
of a
ssem
bly,
usin
g di
ffer
ent
met
hods
and
mat
eria
ls. W
ith r
egar
d to
the
roo
f, ca
lcul
ate
the
thic
knes
s of
the
rmal
insu
latio
n (o
n th
e ba
sis o
f th
e m
ater
ial y
ou h
ave
chos
en)
that
is n
eces
sary
to
com
ply
with
the
NBR
s. Pr
ovid
e sk
etch
es to
com
plem
ent w
ritte
n w
ork.
Wou
ld y
ou a
dopt
the
sam
e re
com
men
ded
ener
gy-e
ffici
ent s
trat
egie
s if
the
build
ing
was
lo
cate
d in
Joh
anne
sbur
g? E
labo
rate
. 3.
C
onsid
er o
ne st
orey
of y
our s
elec
ted
build
ing
proj
ect.
Che
ck if
the
fene
stra
tion
desig
n co
mpl
ies w
ith th
e N
BR o
n En
ergy
Usa
ge in
Bui
ldin
gs
(SA
NS
1040
0-XA
), fo
llow
ing
the
pres
crip
tive
rout
e, in
term
s of a
ggre
gate
con
duct
ance
and
sola
r hea
t gai
n. S
how
rele
vant
wor
king
and
ca
lcul
atio
ns. A
ssum
e th
at th
e bu
ildin
g is
loca
ted
in D
urba
n an
d us
e th
e fo
llow
ing
info
rmat
ion
to d
evel
op y
our
answ
er:
C
ondu
ctan
ce c
onst
ant C
u: 1,
4 W
/m2
K (c
limat
ic zo
ne 5
)
Sola
r he
at g
ain
cons
tant
CSH
GC: 0
,11
m-2
(clim
atic
zone
5)
Ta
ble
prov
idin
g th
e w
orst
-cas
e w
hole
gla
zing
ele
men
t per
form
ance
val
ues:
PER
FOR
MA
NC
E V
ALU
ES
A
lum
iniu
m/s
teel
fra
me
Alu
min
ium
with
ther
mal
bre
ak/
T
imbe
r/uP
VC
fr
amin
g
Tota
l U-v
alue
[W/m
2 K]
SH
GC
[%]
Tota
l U-v
alue
[W/m
2 K]
SH
GC
[%]
Sing
le c
lear
7,
9 0,
81
5,6
0,77
Cl
ear D
oubl
e 3-
6-3
4,23
0,
72
3,00
0,
68
Clea
r Dou
ble
Low
-E
3,40
0,
66
2,41
0,
62
Tint
ed D
oubl
e Lo
w-E
3,
40
0,54
2,
41
0,51
U
se t
he f
ollo
win
g ta
ble
and
figur
e to
cal
cula
te t
he s
olar
exp
osur
e fa
ctor
s (f
or e
ach
glaz
ing
pane
l, yo
u sh
ould
firs
tly c
heck
the
or
ient
atio
n an
d ca
lcul
ate
P an
d H
, the
n us
e th
e ta
ble
belo
w a
ccor
ding
ly)
[…]
UN
IVER
SITY
OF
KWA
ZULU
-NA
TAL
SCH
OO
L O
F EN
GIN
EERI
NG
C
ON
STRU
CTI
ON
STU
DIE
S D
ISC
IPLI
NE
BSc
PRO
PERT
Y D
EVEL
OPM
ENT
EN
PD1T
A H1
CON
STRU
CTIO
N T
ECHN
OLOG
Y AN
D PR
OCES
SES
1A
TE
ST (M
arch
201
7)
DU
RATI
ON
: 10
0 M
INU
TES
TOTA
L M
ARK
S: 1
00
INTE
RNA
L EX
AM
INER
: D
R. V
. TRA
MO
NTI
N
EXTE
RNA
L EX
AM
INER
: M
R E.
ZU
LU
INST
RUC
TIO
NS:
1.
Ans
wer
all
ques
tions
. Mar
ks a
re a
lloca
ted
to e
ach
ques
tion.
2.
Sk
etch
ing
is im
port
ant.
Inst
rum
ents
may
be
used
and
all
sket
ches
sho
uld
be to
an
appr
oxim
ate
scal
e, i.
e. in
pro
port
ion.
It is
pre
fera
ble
that
the
appr
oxim
ate
scal
e be
sta
ted.
NO
TES:
1.
THIS
IS A
CLO
SED
BO
OK
TEST
2.
TH
IS T
EST
CO
UN
TS 2
0% T
OW
ARD
S TH
E FI
NA
L M
ARK
FO
R TH
IS M
OD
ULE
UN
IVER
SITY
OF
KWA
ZULU
-NA
TAL
-
CO
NST
RUC
TIO
N S
TUD
IES
DIS
CIP
LIN
E
BSc
PRO
PERT
Y D
EVEL
OPM
ENT
EN
PD1T
A H
1: C
ON
STR
UC
TIO
N T
ECH
NO
LOG
Y A
ND
PR
OC
ESSE
S 1A
T
EST
MA
RC
H 2
017
PAG
E 1
OF
1
QUES
TION
1 (S
ITE
SELE
CTIO
N, S
ITE
INVE
STIG
ATIO
N)
TO
TAL
MAR
KS [3
2]
Apa
rt f
rom
lega
l res
tric
tions
, the
re a
re m
any
othe
r fa
ctor
s th
at in
fluen
ce t
he w
ay in
whi
ch a
site
and
a b
uild
ing
are
plan
ned.
Crit
ical
ly d
iscus
s fou
r of t
hese
fact
ors w
ith re
fere
nce
to a
n av
erag
e-siz
ed h
ouse
, usin
g sk
etch
es w
here
nec
essa
ry
to s
uppo
rt y
our
answ
er.
QUES
TION
2 (S
ITE
INVE
STIG
ATIO
N, S
ITE
ESTA
BLIS
HMEN
T)
T
OTAL
MAR
KS [3
0]
(a) A
site
has
the
kin
d of
sub
-soi
l tha
t is
smoo
th a
nd g
reas
y to
tou
ch. I
t ha
s hi
gh p
last
icity
, drie
s slo
wly
and
shr
inks
on
dryi
ng.
i. W
hat i
s th
is so
il ty
pe c
alle
d? D
escr
ibe
the
char
acte
ristic
s of
this
type
of
soil
and
disc
uss
poss
ible
pro
blem
s th
at
it ca
n ca
use
for
build
ings
. [6
MAR
KS]
ii.
Wha
t kin
d(s)
of
foun
datio
n w
ould
be
suita
ble
for
use
in th
is ty
pe o
f so
il an
d w
hy?
[8 M
ARKS
]
(b) B
efor
e an
y co
nstr
uctio
n w
ork
can
star
t, th
e sit
e m
ust b
e th
orou
ghly
ana
lyse
d an
d a
func
tiona
l site
layo
ut s
houl
d be
ac
cura
tely
pla
nned
. i.
Wha
t is
the
site
layo
ut a
nd w
hy is
this
impo
rtan
t?
[4 M
ARKS
] ii.
D
iscus
s w
hat
crite
ria s
houl
d be
tak
en i
nto
cons
ider
atio
n w
hile
pla
nnin
g th
e sit
e la
yout
and
est
ablis
hing
a
cons
truc
tion
site.
[1
2 M
ARKS
]
QUES
TION
3 (E
XCAV
ATIO
NS
AND
FOUN
DATI
ONS)
T
OTAL
MAR
KS [3
8]
(a) D
escr
ibe
the
mai
n ch
arac
teris
tics a
nd p
urpo
se o
f str
ip fo
unda
tions
. Also
, disc
uss u
nder
wha
t circ
umst
ance
s thi
s typ
e of
fo
unda
tions
is a
ppro
pria
te.
[4 M
ARKS
]
(b) P
rovi
de a
ske
tch
show
ing
a se
ctio
n th
roug
h an
unr
einf
orce
d co
ncre
te s
trip
fou
ndat
ion
for
an e
xter
nal l
oad-
bear
ing
doub
le-le
af b
rick
wal
l of
a sin
gle-
stor
ey r
esid
entia
l bui
ldin
g ha
ving
a t
iled
roof
. Sho
w a
nd in
dica
te a
ppro
pria
te
dim
ensio
ns f
or th
e st
rip f
ootin
g.
[4
MAR
KS]
(c)
Whe
n m
akin
g co
ncre
te f
or s
trip
fou
ndat
ions
for
sin
gle-
stor
ey d
omes
tic b
uild
ings
on
sites
cha
ract
erise
d by
ver
y lit
tle
expe
cted
tota
l soi
l mov
emen
t (<
5m
m),
cert
ain
mat
eria
ls sh
ould
be
mix
ed in
spe
cific
pro
port
ions
in o
rder
to r
each
a
cert
ain
perf
orm
ance
. Ela
bora
te, a
nd a
lso e
xpla
in th
e ro
le in
a c
oncr
ete
mix
of
two
of it
s co
nstit
uent
s.
[12
MAR
KS]
(d) D
escr
ibe
the
sequ
ence
of a
ctiv
ities
rela
ted
to th
e co
nstr
uctio
n of
the
strip
foun
datio
ns fo
r a si
ngle
-sto
rey
hous
e, st
artin
g fr
om th
e pr
oces
s of
set
ting
out o
f th
e fo
unda
tion
tren
ches
.
[10
MAR
KS]
(e)
By m
eans
of
an a
nnot
ated
ske
tch
show
how
the
sides
of
a tr
ench
, whi
ch is
1.6
met
er d
eep
and
exca
vate
d in
a f
irm
soil,
wou
ld b
e su
ppor
ted
usin
g tim
ber
elem
ents
.
[8 M
ARKS
]
EN
D OF
PAP
ER
TOT
AL M
ARKS
[100
]
Feed
back
from
inte
rmed
iate
form
ativ
e as
sess
men
t (as
sign
men
t n. 1
and
2)
Vitto
rio T
ram
ontin
<Tr
amon
tin@
ukzn
.ac.
za>
17 M
arch
201
6 at
18:
54To
: "N
ikyl
e M
aipa
th (2
1604
8865
)" <
2160
4886
5@st
u.uk
zn.a
c.za
>, "
Akh
il S
ingh
(216
0293
17)"
<216
0293
17@
stu.
ukzn
.ac.
za>,
"N
olun
gelo
Mak
hush
e (2
1600
2522
)" <
2160
0252
2@st
u.uk
zn.a
c.za
>, "
Min
enhl
eN
zam
a (2
1601
0909
)" <
2160
1090
9@st
u.uk
zn.a
c.za
>, "
Am
anda
Tob
ela
(216
0250
37)"
<216
0250
37@
stu.
ukzn
.ac.
za>
Dea
r all,
Afte
r che
ckin
g yo
ur p
rogr
ess
I bel
ieve
that
you
sho
uld
dete
mor
e tim
e an
d gr
eate
ref
fort
to th
e as
sign
ed ta
sks.
In p
artic
ular
, you
sho
uld
conc
entra
te o
n th
e fo
llow
ing
aspe
cts:
-O
rgan
ise
bette
r you
r wor
k as
a te
am, d
ivid
e th
e w
orkl
oad
in a
mor
e ef
ficie
nt
man
ner a
nd a
ddre
ss th
e pr
oble
ms/
ques
tions
not
onl
y in
divi
dual
ly b
ut a
t lea
st in
gro
ups
of
two/
thre
e.
-Fo
llow
the
deve
lopm
ent o
f the
mod
ule
and
the
disc
ussi
on o
f the
topi
cs in
cla
ss
and
addr
ess
c If
you
wor
k fo
r you
r as
sign
men
ts c
onsi
sten
tly, y
ou w
ill d
efin
itely
ben
efit
from
that
for
a b
ette
r lea
rnin
g an
dfo
r th
e pr
epar
atio
n of
tes
ts a
nd fi
nal e
xam
inat
ion.
-P
leas
e co
ncen
trate
bot
h on
the
wor
k on
the
cons
truct
ion
site
, gai
ning
as
muc
h
info
rmat
ion
and
prac
tical
exp
erie
nce
as y
ou c
an to
com
plet
e th
e re
port
on th
e re
leva
nt
cons
truct
ion
activ
ities
you
obs
erve
(pra
ctic
al s
kill
deve
lopm
ent),
and
on
the
mor
e
theo
retic
al a
spec
ts a
nd p
robl
em-b
ased
que
stio
ns o
f the
oth
er a
ssig
nmen
t, w
hich
are
im
porta
nt to
bui
ld th
e th
eore
tical
foun
datio
ns o
f you
r lea
rnin
g pr
oces
s, a
nd a
lso
to
prep
are
for t
he fi
nal e
xam
inat
ion.
If yo
u ne
ed a
ny fu
rther
cla
rific
atio
n or
adv
ice,
I am
cer
tain
ly a
vaila
ble
at m
y of
fice.
Hav
e a
nice
day
,
Reg
ards
,
Vitt
orio
---------------------------------------------------------------------------------------------------------------
Dr
Vit
tori
oT
ram
onti
nLe
ctur
er |
Prop
erty
Dev
elop
men
t Pro
gram
me
| Sch
ool o
f Eng
inee
ring
Uni
vers
ity o
f Kw
aZul
u-N
atal
| H
owar
d C
olle
ge |
Dur
ban
4041
| So
uth
Afric
aG
reen
Sta
r Sou
th A
frica
Acc
redi
ted
Prof
essio
nal (
New
Bui
ldin
gs)
Pr.E
ng (I
taly)
UNIVE
RSITY
OF KW
AZULU-
NATAL
EXA
MINATI
ONS: D
ECEMB
ER 201
6
ENPD1T
B H2
CONSTR
UCTION
TECHN
OLOGY
AND P
ROCESS
ES 1B
SCHOO
L OF E
NGINE
ERING
BSc
PROP
ERTY D
EVELO
PMENT
DURAT
ION: 3
HOURS
TO
TAL MA
RKS: 10
0
INTERN
AL EXA
MINER:
DR V
. TRAM
ONTIN
EXT
ERNAL
EXAMIN
ER: M
R D. A.
NURAM
O
INSTRU
CTION
S: 1.
Answe
r all q
uestion
s. Mark
s are
allocat
ed to e
ach qu
estion.
2.
Sketchi
ng is im
portan
t. Instru
ments
should
be use
d and
all ske
tches sh
ould b
e to an
appro
ximate
scale,
i.e. in
propor
tion. It
is pref
erable
that th
e appr
oxima
te scal
e be s
tated.
NOTES
: 1.
THIS IS
A CLO
SED BO
OK EX
AM2.
THIS E
XAM C
OUNT
S 60%
TOWA
RDS TH
E FINA
L MARK
FOR T
HIS MO
DULE
3.AN
SWER
SECTIO
N A ON
A SEP
ARAT
E BOO
KLET F
ROM S
ECTION
B (SEC
TION A
: BLUE
BO
OKLET
; SECTI
ON B:
GREEN
BOOK
LET). S
HOW R
ELEVA
NT WO
RKING
FOR Q
. 1 IN
THE
HAND
BOOK
AND F
ILL TH
E RESU
LTS IN
TABLE
S 1 AN
D 2 ON
THE Q
UESTIO
N PAP
ER.
UNIVE
RSITY
OF KW
AZULU-
NATAL
BSc P
ROPER
TY DEV
ELOPM
ENTEN
PD1TB
H2: CO
NSTRU
CTION
TECH
NOLO
GY AN
D PRO
CESSES
1B EX
AMINA
TION D
ECEMB
ER 201
6
PAGE 1
OF 2
SECTIO
N A: S
ITE SUR
VEYING
[20 MA
RKS]
QUEST
ION 1
TOTAL
MARKS
[20]
a)You
are a
sked t
o level
from a
bench
mark (
DBM1)
with a
know
n heig
ht of 1
238.96
5mabo
ve sea
level t
o anot
her be
nch ma
rk (DBM
2) with
a know
n heigh
t of 12
39.161
m abov
esea
level.
The ra
w field
book
is show
n belo
w. Redu
ce the
obser
vation
s, show
ing all
checks
,to f
ind all
the fin
al heig
hts for
ZXP1,
ZXP2
and ZX
P3. Fil
l in the
space
s in Ta
ble 1.
Table
1: Le
vellin
gPo
int
Name
BSIS
FSRIS
EFA
LLRe
duced
Le
velCo
rrecti
onFin
al He
ight
DBM1
1.268
ZXP1
2.498
0.421
ZXP2
1.372
0.852
ZXP3
0.136
2.498
DBM2
1.298
e= corr=
(10 Ma
rks)
b)You
are a
sked t
o take
horizo
ntal a
ngles
at DBM
2 betw
een Po
int DBM
1 and
two ne
wpoi
nts, TP
X1 and
TPX2,
using
the Tri
mble M
R3 Tot
al Stati
on. Th
e obse
rvation
s have
been
reduce
d part
ially f
or you
. Calc
ulate t
he Cor
rected
Mean
and Re
duced
Mean
Angles
foreac
h of th
e poin
ts in the
Table
2.Ta
ble 2:
Angle
Measu
remen
t
(2 ma
rks) fo
r calcu
lation
(10 Ma
rks)
TOTAL
[20 Ma
rks]
PNT
READ
INGS
SIMPL
E ME
ANRO Co
rrCo
rr.ME
ANRE
DUCE
D ME
ANREM
ARKS
FLFR
DBM1
004° 0
8' 56"
184° 0
8' 20"
004° 0
8' 30"
0"TP
X1103
° 16' 3
1"283
° 16' 1
0"103
° 16' 2
1"-3"
TPX2
159° 0
9' 38"
339° 0
9' 18"
159° 0
9' 28"
-6"RO
004° 0
8' 46"
184° 0
8' 30"
004° 0
8' 38"
-8"
UNIVE
RSITY
OF KW
AZULU-
NATAL
BSc P
ROPER
TY DEV
ELOPM
ENT
ENPD
1TB H2
: CONS
TRUCTI
ON TE
CHNO
LOGY
AND P
ROCES
SES 1B
EX
AMINA
TION D
ECEMB
ER 201
6
PAGE 2
OF 2
SECTIO
N B: C
ONSTR
UCTION
TECHN
OLOGY
[80 MA
RKS]
QUEST
ION 2 (
ROOFS)
TO
TAL MA
RKS [22
] (a)
Draw t
he foll
owing
constr
uction
details
relati
ng to t
he roo
f for a
proje
ct of a
reside
ntial bu
ilding
(gable
-to-ga
ble
rectan
gular
buildin
g) in D
urban.
The r
oof co
nstructi
on is t
imber
W-typ
e trus
ses, th
e roof
cover
ing is
fibre-c
ement
cor
rugate
d shee
ting.
i.Dra
w a we
ll-label
led an
d deta
iled sec
tion at
the rid
ge of t
he roo
f. [6 M
ARKS]
ii.Dra
w a ful
ly anno
tated a
nd det
ailed s
ection
throug
h the c
losed e
aves of
the roo
f, includ
ing the
inters
ection
with
an ext
ernal c
avity w
all. Sh
ow als
o the c
eiling,
the gu
tter, gu
tter fix
ing an
d rain
water
downpi
pe unt
il the s
wan
neck.
[12
MARKS
] iii.
Include
in you
r draw
ings th
e elem
ents th
at you
would
incorp
orate,
also sp
ecifyin
g what
materi
als you
would
rec
omme
nd, to
achie
ve a g
ood th
ermal
perfor
mance
of th
e roof
assem
bly, w
ith ref
erence
to th
e clima
tic con
ditions
of the
area
in which
the pr
oject i
s locat
ed. Bri
efly jus
tify the
reason
s for y
our cho
ice.
[4 MARK
S] QU
ESTION
3 (DOO
RS/WIN
DOWS)
TO
TAL MA
RKS [18
] You
have
been a
sked b
y a clie
nt to re
comme
nd doo
r and fr
ame c
ombin
ation ty
pes for
the po
sitions l
isted b
elow.
Provid
e thre
e diffe
rent a
ppropr
iate so
lutions
(one
for ea
ch pos
ition),
describ
e the
constru
ctional
and a
esthet
ic diffe
rences
bet
ween
each, a
lso pro
viding
sketc
hes to
illustra
te you
r poin
ts as w
ell as
describ
ing th
e iron
monge
ry and
finishi
ng trea
tment t
hat wo
uld typ
ically
be use
d in ea
ch cas
e. Each
door
type, a
s well
as fra
ming m
ember
s shoul
d be n
amed
in acc
ordanc
e with
the usu
al term
inolog
y adop
ted in
the ind
ustry.
i.
Front d
oor m
ust be
good q
uality
as it is
visible
from t
he roa
d outsi
de the
prope
rty
ii.Inte
rnal do
or to t
he ma
in bedr
oom
iii.Rea
r kitche
n door
not i
n publ
ic view
and s
hould p
rovide
natura
l ventil
ation if
possib
le.
QUEST
ION 4 (
CEILIN
GS AN
D FINI
SHES)
T
OTAL M
ARKS [1
6] (a)
Provid
e an in
-depth
expla
nation
of the
two m
ain typ
es of ce
iling sys
tems, w
ith the
aid of
sketche
s indic
ating p
rincipa
l com
ponent
s. [12
MARKS
] (b)
What i
s gyps
um pla
sterboa
rd and
what a
re two
of its a
dvanta
ges?
[2 MARK
S] (c)
If I did
not w
ant to
use gy
psum p
lasterb
oard, w
hat oth
er type
s of bo
ard fin
ishes co
uld I u
se in m
y ceili
ngs? [2 M
ARKS]
QUEST
ION 5 (
PLUMB
ING, DR
AINAGE
, ELECT
RICAL
INSTAL
LATION
S)
TOTAL
MARKS
[24]
(a)You
r clien
t is con
sidering
buildi
ng a h
ouse in
a rura
l area
where
a munic
ipal se
werag
e retic
ulation
is not
availa
ble.
She ha
s been
advise
d to u
se a s
eptic t
ank fo
r on-si
te sew
age tre
atment
and d
isposal.
Expla
in to h
er und
er wha
t circ
umstan
ces a s
eptic ta
nk shou
ld be u
sed, wh
at the
basic p
rinciple
s invol
ved in
its oper
ation a
re and
how a d
rainage
inst
allation
includ
ing a s
eptic t
ank wo
rks.
[12 MA
RKS]
(b)Pro
vide a
well-la
belled
section
throug
h a typ
ical sep
tic tan
k. [6 M
ARKS]
(c)
Explain
the fol
lowing
terms
with re
ferenc
e to ele
ctrical
install
ations:
i.sing
le-phas
e suppl
y; ii.
three-p
hase su
pply;
iii.dist
ribution
board
; iv.
earth l
eakage
unit;
v.con
duits;
vi.trun
king.
[6 MARK
S] END
OF PA
PER
T
OTAL M
ARKS [1
00]
UNIVE
RSITY
OF KW
AZULU-
NATAL
EXA
MINATI
ONS: M
AY 20
17 ENP
D1TA H
1 CON
STRUCT
ION TEC
HNOLO
GY AN
D PROC
ESSES 1
A SCH
OOL O
F ENG
INEERI
NG
CONS
TRUCTI
ON ST
UDIES
DISCIP
LINE
BSc PR
OPERT
Y DEVE
LOPM
ENT
DU
RATION
: 3 HO
URS
TO
TAL MA
RKS: 10
0 INT
ERNAL
EXAMIN
ER: D
R V. TR
AMON
TIN
EXTERN
AL EXA
MINER:
MR E
. ZULU
INSTRU
CTION
S: 1.
Answe
r all q
uestion
s. Mark
s are
allocat
ed to e
ach qu
estion
. 2.
Sketchi
ng is im
portan
t. Instru
ments
may b
e used
and a
ll sketc
hes sho
uld be
to an
appro
ximate
sca
le, i.e.
in pro
portion
. It is p
refera
ble tha
t the a
pproxi
mate s
cale b
e state
d. NO
TES:
1.THI
S IS A
CLOSED
BOOK
EXAM
2.
THIS E
XAM C
OUNT
S 60%
TOWA
RDS TH
E FINA
L MARK
FOR T
HIS MO
DULE
UNIVE
RSITY
OF KW
AZULU-
NATAL
CON
STRUC
TION S
TUDIES
DISCIP
LINE
BSc P
ROPER
TY DEV
ELOPM
ENT
ENPD
1TA H1
: CONS
TRUCTI
ON TE
CHNO
LOGY
AND P
ROCES
SES 1A
EXA
MINAT
ION MA
Y 2017
PAGE 1
OF 1
QUEST
ION 1 (
SITE SE
LECTIO
N)
TO
TAL MA
RKS [18
] Exp
lain the
meani
ng of
the fo
llowing
legal r
estrictio
ns and
critica
lly disc
uss how
these
affect
the wa
y in wh
ich a b
uilding
and
a site
are pla
nned. P
rovide
neat a
nd ann
otated
sketche
s to co
mplem
ent wr
itten w
ork.
i. Cov
erage
[6 MARK
S] ii.
Floor A
rea Ra
tio
[6 MARK
S] iii.
Buildin
g lines
[6 M
ARKS]
QU
ESTION
2 (FOU
NDATI
ONS, W
ALLS, F
LOORS,
MATER
IALS)
TO
TAL MA
RKS [42
]
(a) Dis
cuss un
der wh
at circu
mstanc
es raft
type fo
undatio
ns are g
enerall
y used
. [4 M
ARKS]
(b)
By me
ans of
neat
and an
notate
d sket
ches sh
ow thr
ee typ
es of
raft fo
undatio
ns, disc
uss the
main c
haract
eristics
of
each ty
pe and
indica
te unde
r what
sub-so
il condi
tions e
ach typ
e woul
d be a
ppropr
iate.
[18 MA
RKS]
(c) Dra
w a de
tailed
and we
ll-label
led se
ction th
rough
a stiff
ened r
aft fo
undatio
n, show
ing als
o the c
onnect
ion wi
th an
extern
al brick
mason
ry cavi
ty wall.
[16
MARKS
] (d)
On the
draw
ing req
uired f
or que
stion 2
(c), cle
arly ind
icate a
nd des
cribe m
ethods
of wa
ll stren
gtheni
ng and
metho
ds pre
venting
water
penetra
tion.
[4 MARK
S] QU
ESTION
3 (WA
LLS, M
ATERIA
LS)
TOTAL
MARKS
[22]
(a) Pro
vide n
eat ske
tches (p
lan vie
ws of t
wo alt
ernate
course
s and si
x-cour
se high
elevat
ion) sho
wing h
ow the
two a
lternat
e cou
rses of
a brick
wall in
Englis
h bond
are la
id. [4 M
ARKS]
(b) Ext
ernal l
oad-be
aring w
alls ca
n be b
uilt in
many
differe
nt ways
and u
sing dif
ferent
materi
als. Pl
astere
d conc
rete
block
walls,
clay f
acing
brick w
alls an
d plast
ered c
lay sto
ck bric
k walls
are th
ree op
tions. D
iscuss t
he adv
antage
s and
disadv
antage
s of ea
ch, foc
using o
n the f
ollowin
g fact
ors: co
st; lab
our; tim
e; stren
gth; du
rability
; main
tenanc
e. [18
MARKS
] QU
ESTION
4 (WA
LLS, OP
ENING
S IN WA
LLS)
T
OTAL M
ARKS [1
8] (a)
Single
storey
dwelli
ngs of
ten re
ly on a
structu
ral for
m know
n as ce
llular m
asonry
constr
uction.
Expla
in what
is me
ant
by cell
ular m
asonry
constr
uction
and br
iefly d
iscuss t
he imp
lication
s in ter
ms of t
he tra
nsfer of
loads.
[6 MARK
S] (b)
Openi
ngs in
load-b
earing
walls m
ust be
forme
d so th
at the
loads
are pr
operly
carried
and t
ransfe
rred. L
intels a
re stru
ctural m
ember
s used
to span
door
and wi
ndow o
pening
s and
suppor
t the s
tructure
above
these.
Discus
s the m
ain
charac
teristic
s of a
nd the
diffe
rence
betwe
en bed
joint r
einfor
ced lin
tels an
d prec
ast pr
estress
ed con
crete
lintels.
Pro
vide n
eat an
d anno
tated s
ketche
s to co
mplem
ent wr
itten w
ork.
[12
MARKS
] END
OF PA
PER
T
OTAL M
ARKS [1
00]
not de
livered
by me
[...] [...
]
[...]
not de
livered
by me
REPO
RT ON
STUD
ENT E
VALU
ATIO
N OF
POST
GRAD
UATE
SUPE
RVISI
ON
HOWA
RD CO
LLEG
E-2014
Lec
turer:
Dr V
. Tram
ontin
__
____
The fo
llowing
repor
t is ba
sed on
stude
nt eva
luation
questi
onnaire
data,
adminis
tered t
o stu
dents r
egister
ed for
the mo
dule. A
total o
f about
4 stud
ents w
ere su
pervis
ed by
the lec
turer,
4 (100%
) of wh
om an
swered
the qu
estion
naire.
1
In the
questi
onnaire
the stu
dents w
ere pr
esente
d with
a num
ber of
open-
ended
questio
ns. Al
l stu
dent co
mment
s inclu
ded in
the rep
ort are
quote
d verb
atim.
Please
comm
ent as
fully a
s poss
ible on
the fo
llowing
: 1.
The e
xtent
to wh
ich yo
ur sup
erviso
r esta
blished
clear
and
explici
t mutu
al exp
ectatio
ns of t
he sup
ervisio
n proc
ess wi
th you
My
super
visor e
xplain
ed we
ll the e
xpecta
tions o
f the su
pervis
ion
Dr Tra
montin
is ver
y hum
ble, pa
tient an
d motiv
ational
. He m
eets w
ith me
once
per
week
and he
alwa
ys pro
motes
progre
ss and
he ne
ver cr
iticize
witho
ut rea
son an
d jus
tificat
ionMy
superv
isor is
always
clear t
o me w
ith reg
ards to
my wo
rk Ve
ry we
ll. Vitto
rio has
guide
d me th
us far
with m
y disse
rtation
helpin
g me e
stablish
my
time g
oals a
nd the
outco
me of
my d
issertat
ion. H
e know
s exac
tly wh
at I a
m tryi
ng to a
chieve
and is
helpin
g me re
ach tho
se expe
ctation
s 2.
The
extent
to w
hich y
our su
pervis
or hel
ped yo
u work
out a
timefr
ame f
or the
pro
ject w
ith re
levant
target
dates
for co
mpleti
ng the
vario
us sta
ges of
the pr
oject
Dr Tra
montin
asked
me to
draft
a time
frame
for m
y stud
y and
he che
cks to
see if
wh
ether I
am on
point
and sti
ll prog
ress fi
ne aga
inst m
y time
frame
To a la
rge ex
tent he
has h
elped
me wo
rk out
a work
able ti
me tab
le and
schedu
le for
my pro
ject
My su
pervis
or help
ed pro
duce a
clear t
ime fra
me tha
t was g
oing to
be su
itable f
or me
that w
ill help
me ma
ke ext
ra effo
rt in fi
nishin
g my re
port ea
rly Vit
torio h
as give
n me su
ggestio
ns as t
o when
I shou
ld have
certai
n parts
of my
report
comple
te and
when
section
s shoul
d start
and e
nd 3.
The e
xtent
to wh
ich yo
ur sup
erviso
r esta
blished
a com
patible
worki
ng rel
ationsh
ip and
was re
adily a
ccessib
le and
approa
chable
for co
nsultat
ion or
advic
e He
avails
himself
one ev
ery we
ek to s
upervis
e me
My su
pervis
or is v
ery pr
ofessio
nal, o
rganiz
ed and
easy
to app
roach.
Our
workin
g rela
tionshi
p is ve
ry good
as he
is avai
lable f
or cons
ultation
s I al
ways
meet m
y supe
rvisor o
nce ea
ch we
ek to c
heck o
n the p
rogres
s with
regard
s to
the res
earch
report
his av
ailabili
ty has n
ever be
en a p
roblem
in the
past
The su
pervis
or alw
ays co
ntacts
myself
and m
y fello
w stu
dents
to wh
om he
is a
superv
isor to
let us
know
his av
ailabili
ty for
meetin
gs. Du
ring m
eeting
s, he c
hecks
our pr
ogress
with
what h
e told u
s to ha
ve don
e in th
e prev
ious m
eeting
. He is
also
readily
availa
ble via
and res
ponds
timeso
usly
1 Low r
espons
e rates
reduce
the rel
iability
of the
feedba
ck. It
is reco
mmend
ed tha
t data b
e treat
ed wit
h cau
tion wh
en res
ponse r
ates ar
e less t
han 50
% for c
lasses o
f 100 o
r more
, less t
han 66
% for c
lasses 5
0-100
, less t
han 75
% for c
lasses 2
0-50, a
nd less
than 8
0% for
classe
s less 2
0.
1
4. Th
e exte
nt to
which
your
superv
isor h
as a g
ood kn
owled
ge of
the cu
rrent
resear
ch rel
ated t
o your
topic a
nd of r
esearc
h meth
ods ap
propri
ate to
the na
ture o
f your
topic
Dr Tra
montin
is an
academ
ic lect
urer, a
nd has
exper
ience
in the
constru
ction s
ector.
My stu
dy is b
ased o
n the
perfor
mance
of un
dergra
duate
studen
ts Dr T
ramont
in is
lecturi
ng. He
has th
e expe
rience
and ex
pertise
that al
lows h
im to s
upervis
e me w
ell To
a large
exten
t my s
upervis
or is w
ell info
rmed o
n gree
n build
ings
My su
pervis
or has
good
unders
tandin
g of m
y rese
arch t
opic a
nd has
helpe
d me
establis
h rela
tionshi
ps wit
h exte
rnal m
ember
s who
are he
lping t
o suc
cessfu
lly com
plete m
y resea
rch
Vittori
o is v
ery in
forme
d on t
he gre
en bui
lding a
nd as
my re
search
is re
lated t
o ene
rgy eff
iciency
, he is
very w
ell sui
ted to
give m
e full g
uidanc
e that i
s reliab
le and
informa
tive
5. Th
e exte
nt to
which
your
superv
isor a
ttempte
d to h
elp yo
u find
a sol
ution
to any
pro
blems
encou
ntered
in you
r work
He
always
refers
me to
use inf
ormativ
e searc
h engi
nes an
d book
s Gre
atly m
y supe
rvisor
helped
me t
o reso
lve pr
oblem
s I ha
d with
my pr
elimina
ry pro
posal a
nd has
been
very s
upporti
ve in t
erms o
f reach
ing tar
gets
My su
pervis
or is a
lways
going
the ex
tra mil
e in try
ing to
help m
e achi
eve ex
cellen
t res
ults at
all tim
es My
superv
isor ha
s alwa
ys off
ered re
ading
materi
als rele
vant to
my res
earch
whene
ver
I was s
trugglin
g to fin
d relev
ant lite
rature.
He als
o assis
ted wh
en I w
as prep
aring fo
r my
prese
ntation
of m
y prop
osal a
nd sho
wed m
e how
to pr
operly
design
my
presen
tation
6. Th
e exte
nt to
which
your
superv
isor p
rovide
d prom
pt and
const
ructive
feedba
ck on
your w
ork.
He alw
ays ask
me to
send m
e my w
ork an
d he c
hecks
it ever
y 2 we
eks an
d plac
es his
comme
nts on
it He
provi
ded fe
edback
for a
ll the
work
I have
subm
itted t
o him
and ex
plaine
d well
where
there w
ere pro
blems
and in
dicate
d poss
ible sol
utions
My su
pervis
or is a
lways
giving
feedb
ack th
at is c
onstruc
tive an
d posi
tive all
times
always
tries h
is best
to make
sure w
e go th
e corr
ect dir
ection
As
above
in ques
tion 3.
His fee
dback
is alwa
ys ext
remely
helpfu
l. It is
clear t
o all o
f the
studen
ts unde
r his su
pervis
ion tha
t he tak
es time
to rea
d our w
ork ex
tensiv
ely an
d giv
e full f
eedbac
k on it
7.
The e
xtent
to wh
ich yo
ur sup
erviso
r enco
uraged
your
resear
ch and
helpe
d you
to ma
intain
enthu
siasm
for yo
ur wo
rk His
comm
ents ar
e neve
r disco
uragin
g and
he alw
ays ad
vises
me to
find fu
n in do
ing
my stu
dy so
in that
way I
am for
ever en
thusias
tic To
a large
exten
t my s
upervis
or has b
e very
encou
raging
and s
upporti
ve and
this h
as hel
ped me
in ach
ieving
certai
n targe
ts My
super
visor a
lways
gives m
e intere
sting p
apers w
ritten
on my
topic t
o help
me go
dee
per wi
th the
my res
earch
report
in term
s of in
forma
tion req
uired
He ha
s neve
r disco
uraged
my res
earch.
In ea
rly stag
es, wh
en dec
iding o
n a top
ic he
was v
ery kin
d in the
way th
at he su
ggested
certai
n topic
s were
not vi
able fo
r honou
rs lev
el stu
dents.
He c
ontinu
ally e
ncoura
ges u
s to
mainta
in our
prog
ress
and
congra
tulates
us on
marks
from h
and ins
2
6D-1
6D-2
6D-3
To W
hom It M
ay Co
ncern:
Dr
Vittor
io Tram
ontin h
as bee
n my le
cturer
for the
Prope
rty De
velopm
ent Pr
ogram
me in
2015 f
or two
seme
sters.
Dr Vit
torio h
as bee
n resp
onsible
for le
cturing
the fi
rst yea
r class
of the
Prope
rty De
velopm
ent Pr
ogram
me for
two
modul
es. Th
ese m
odules
were
ENPD
1TA-H
1 (Co
nstruc
tion Te
chnolo
gy & P
rocess
es 1A
) and
ENPD
1TB-H
2 (Co
nstruc
tion Te
chnolo
gy & P
rocess
es 1B
). He a
lso ac
ted as
a ment
or for
the firs
t year
studen
ts of th
e Prop
erty
Devel
opment
Progr
amme
. Dr
Vittor
io, as
mentio
ned, w
as res
ponsib
le for
two mo
dules.
The fi
rst, EN
PD1T
A-H1, i
nclude
d topic
s such
as,
introdu
ction to
the co
nstruc
tion ind
ustry &
const
ruction
proce
sses, s
ite sel
ection
& leg
al rest
riction
s, site
layout
, set
ting ou
t & ex
cavatio
ns, ba
sic str
uctura
l conce
pts su
ch as
concre
te, fou
ndation
s, maso
nry, op
ening
s in wa
lls and
sus
pended
floors
. In thi
s modu
le we w
ere ex
posed
to the
basic i
ntrodu
ctory c
oncept
s of th
e modu
le to h
elp us
get
a basi
c idea
of wh
at the
constru
ction in
dustry
entaile
d.
In the
second
modu
le, EN
PD1T
B-H2, D
r Vitto
rio con
tinued
on exp
osing
us to m
ore int
roduct
ory co
ncepts
of the
con
structio
n indus
try, ho
wever
, he as
well w
ent on
to pro
vide m
ore in-
depth i
nform
ation o
n som
e of th
e topic
s that
we ha
d alrea
dy cov
ered. T
opics
that w
ere int
roduce
d inclu
de, ro
ofs, do
ors &
window
s, ceili
ngs an
d finis
hes, ho
t &
cold w
ater in
stallat
ions, s
anitar
y plum
bing, s
oil & s
torm w
ater d
rainage
and e
lectric
al inst
allation
s. In m
y expe
rience
as a s
tudent
of Dr
Vittor
io, I ha
ve rea
lized th
at his t
eachin
g meth
ods ar
e very
profe
ssiona
l and
well s
tructu
red. H
e was
always
organ
ized w
ith his
prepa
ration
for the
class
and alw
ays ma
de sur
e to co
nvey th
e cor
rect m
essage
to the
class.
His le
ctures
were
clear
from
the be
ginnin
g and
Dr Vit
torio m
ade it k
nown fr
om the
beg
inning
of wh
at was
expect
ed of u
s in ter
ms of
our co
mmitm
ent an
d dedi
cation
to his
modul
e. He s
howed
great
pride a
nd ent
husias
m, wh
ich wa
s note
d by h
is natu
re of a
lways
willing
to go
beyon
d wha
t was
require
d of h
im. He
ma
de him
self av
ailable
on a r
egular
basis w
heneve
r a stu
dent re
quired
a cons
ultation
and r
arely w
as una
vailab
le. His
meth
od of u
sing r
eal life
pract
ical ex
ample
s to re
late to
the the
ory be
ing ap
plied in
class
proved
to be
one of
Dr o u
ndersta
nd but
more
engagi
ng for
the
studen
ts and
in my o
pinion
a more
benef
icial ex
perien
ce.
The m
aterial
for thi
s cour
se wa
s prov
ided b
y Dr V
ittorio
in the
form
of slide
s and
notes,
which
he ha
d prep
ared
himsel
f with
the he
lp of ot
her so
urces.
We w
ere all
provi
ded wi
th thes
e as w
ell as
a list o
f recom
mende
d tex
tbooks
/readi
ngs tha
t woul
d be h
elpful
to our
knowle
dge in
this co
urse. D
r Vitto
rio did
also a
dvise
us tha
t we
should
take it
upon
oursel
ves to
also c
onduct
the ne
cessar
y indep
endent
resea
rch to
help o
ur stu
dies, a
nd this
was
proved
in my
case
person
ally as
I felt th
at the
private
resea
rch tha
t I cond
ucted
in my fr
ee tim
e was
invalu
able to
my
studie
s. Wi
th rega
rd to a
ssignm
ents, t
ests a
nd oth
er ass
essme
nts, D
r Vitto
rio on
ce aga
in appl
ied his
notion
of ble
nding
classr
oom the
ory wi
th prac
tical ev
eryday
probl
ems. I
n this s
ense a
ll assi
gnment
s prov
ed to b
e bene
ficial t
o stu
dents a
s it pr
ovided
an ex
tra so
urce o
f infor
mation
that he
lped to
furthe
r our
knowle
dge on
what
we ha
d been
tau
ght in
class.
I found
the a
ssessm
ent ma
terial
to be b
enefici
al in te
rms a
cting a
s extra
study
mater
ial and
exp
osure
to real
life sit
uation
s asso
ciated
with t
his m
odule.
The fe
ed bac
k recei
ved on
assig
nment
s were
not ba
sed pu
rely o
n the c
redibil
ity of
the wo
rk but a
lso to
help e
nsure
that st
udents
had th
e righ
t idea
of the
topics
being
discus
sed as
well a
s to pr
ovide
advic
e on h
ow to
improv
e their
overal
l under
standi
ng of t
he top
ics co
vered.
Dr Vi
ttorio d
id not o
nly cr
iticize
work b
ased o
n the o
verall
quality
but
also in
term
s of w
hat mi
ght he
lp to im
prove
the wo
rk as w
ell as
the stu
dents
unders
tandin
g, in th
is sens
e he
applied
an im
partial
meth
od of c
riticism
that be
nefitte
d all s
tudent
s. Wi
th rega
rds to
the as
sessm
ents, t
he onl
y min
or cha
nge I w
ould r
ecomm
end is
that fo
r there
to be
more
assess
ments
as the
se we
re inv
aluabl
e in my
learnin
g exp
erience
and I
would
sugge
st that
there
are mo
re of t
hese ju
st to h
elp en
force
what i
s bein
g taugh
t in cla
ss.
Altoge
ther I
can sa
y that m
y expe
rience
with D
r Vitto
rio has
been
one tha
t I can
say w
as one
of the
most
influe
ntial
in my fi
rst yea
r as a
Prope
rty De
velopm
ent stu
dent a
nd I ca
n say
that th
e char
acter
and te
aching
techni
ques o
f Dr
Vittor
io had
played
an im
portan
t role i
n achi
eving
this. H
e is a
well re
specte
d prof
ession
al by m
any an
d cont
inues
to be o
ne of t
he mo
st appr
oacha
ble an
d help
ful me
mbers
of the
Prope
rty De
velopm
ent Pr
ogram
me ev
en up
till tod
ay.
Sincer
ely
Isharla
n Pilla
y BSc
Prope
rty De
velopm
ent S
tudent
2016
(Secon
d Year
) Stu
dent N
umber
: 21351
2546
6D-4
ACKNOWLEDGEMENT
In recognition of the contribution made by
DR VITTORIO TRAMONTIN
to the Conference-abstracts Peer Review Process
for the University of KwaZulu-Natal’s
11th Annual Higher Education Conference 2017
eNyuvesi yaKwaZulu-Natali Ingqungquthela Yesishiyagalolunye Yaminyaka yonke yezokuFunda nokuFundisa kwezeMfundo Ephakeme
May 2017
___________________________________ Dr/ Dkt Rubby Dhunpath
Conference Chairperson/ uSihlalo weNgqungquthela