Teaching Integrated Project Delivery

August 10, 2010

This article about teaching Integrated Project Delivery comes from Pavel Getov, a Visiting Associate Professor at The University of Arizona’s College of Architecture and Landscape Architecture. He provides a teacher/practitioner’s point of view.

The rapid development of digital technologies, the increasing importance of considering a building’s environmental impact, and the intertwining of the design and construction processes – these are factors that demand a new kind of architectural education. This must be an education that prepares graduates for a rapidly changing profession by addressing how it is actually practiced outside of the lecture halls.

I took upon the residency of visiting professor of critical practice at College of Architecture and Landscape Architecture, University of Arizona after their search to bring practicing architects to the faculty. The subject matter of the two courses that I taught during Spring 2010 – a design studio and a seminar – drew from my experience with advanced methods of project delivery gathered while acting as a project architect for the Caltrans Headquarters in Los Angeles and the New Academic Building for the Cooper Union, New York, during my tenure as a Director at Morphosis Architects, Santa Monica, California.

One of the challenges of teaching Integrated Project Delivery is fighting the existing educational tendency to breed future architects as single practitioners. These lone individuals aspire eventually, with a lightning stroke of genius, to envision spaces worthy enough for the front cover of some internationally distributed publication. Instead, my over 20 years of professional experience has led me to believe, time and again, that today’s original and progressive architecture is delivered through team collaboration that involves all of the parties participating in the design and construction process from early on. Therefore both the studio and the seminar that I was asked to teach were devised to stimulate student interaction and collaborative effort. Through lectures, assignments, discussions and research, students developed:

● An understanding of the leadership role of an architect in the building design and construction process regarding the issues of sustainability, aesthetics, constructability, cost control, and social awareness.
● An understanding of the basic principles of professional practice organization in the context of the trends that affect it, such as globalization, project delivery, outsourcing, diversity, new design technologies (such as BIM), and new construction methods.
● The ability to study, analyze and integrate relevant precedents into design or urban project and/or into the design process.
● The ability to develop research skills by accessing, gathering, recording and applying relevant information in an architectural project.
● The potential to recognize the varied talent in a particular team, and work in collaboration with other students as a member of the design team.

Click on the link to read the rest of the article: http://www.aia.org/akr/Resources/Documents/AIAB083542?ssSourceSiteId=null

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