Construction management course syllabus template,online free drawing course,fun learning games online for 6th graders,interpersonal communication course content repository - Good Point

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As technological integration and construction complexity increase, so does construction lead times.
To achieve this, we will use a basic project management framework in which the project life-cycle is broken into organizing, planning, monitoring, controlling and learning from old and current construction projects (See Figure 1). The material in the course is divided into five major sections (see Figure 1): project organization, project planning, project monitoring, project control, and project learning.
In what follows, we describe in some detail the material covered in each major section of the course. Project organization involves evaluating possible projects, selecting contracting type, including a payment scheme, selection method, and delivery type. Project planning involves establishing the work breakdown structure and mapping this structure to the established OBS. Project Monitoring refers to the configuration and metrics used to monitor the progress of a project throughout its life. If there are any deviations in schedule, budget or quality, how efficiently and how fast are they captured, reported and acted upon? Based on the information gathered through the project monitoring system, corrective action may be required to keep a project on track. Project learning is recognized by organizations as one of the most important factors for success in current and future projects.
Recitations will be used to support and enhance the material covered in the lectures through a practical application. Students taking 1.401 (the graduate student version of the class) will be expected to complete additional assignments (AS #6) during the course of the term. 10% per day will be deducted from late problem sets or term project phases up to a maximum of seven days. Collaboration among students on problem sets or term project phases to be completed individually is limited to discussing concepts and clarifying issues. Collaboration among students on problem sets or term project phases to be completed as a team is encouraged. The term project for this course is divided into three phases with three deliverables (TP1 through TP3) - one for each phase - and is to be performed by a set of students working as a company. NOTE: Individual class participation involves participation in lectures, laboratories, in-class discussions, office hours as well as in email and surveys. The class will be graded in a strict fashion, but with the philosophy that students who wish to enhance their learning by performing additional investigation and assignments should receive corresponding credit. The Department of Civil and Environmental Engineering adheres to the strictest standards of academic honesty.



Assignments, problem sets and term projects are seen as educational devices to help students master the course material. Assignments, problem sets and term projects help the faculty evaluate how well each student has mastered the course material. Thus, departmental policies regarding academic honesty are intended to balance these two purposes and, unless otherwise stated, apply to all assignments. Students currently taking this class can work together to conceptualize general approaches to assignments. It is also inappropriate to use assignments, problem sets or projects submitted in previous years as a source, unless otherwise indicated. If you have any questions about how these policies relate to a specific situation, please speak to the teaching staff of this course for clarification. To stay competitive companies have sought to shorten the construction times of new infrastructure by managing construction development efforts effectively by using different project management tools. Within the framework, you will learn the methodologies and tools necessary for each aspect of the process as well as the theories upon which these are built.
We will be covering both qualitative issues (such as discussion of financing mechanisms) in addition to quantitative methods for comparing and valuing projects, such as discounted cash flow, cost-benefit analysis, cost-effectiveness. Furthermore, a project budget and cost breakdown structure are developed and mapped to the OBS and WBS.
The project control section of the course describes techniques to help realign projects that have gone awry.
Through life-cycle and post-mortem analysis, the project manager may identify areas to be emphasized or more closely managed in future projects. In this course we will introduce the system dynamics simulation methodology for evaluating certain performance parameters of a project. Specifically, recitations will provide videos to illustrate concepts discussed in lecture, discuss examples from the textbooks, and answer questions regarding the application of theory to practice.
Homework is to be submitted before 12 midnight on their respective due dates also shown in the course outline.
Problem sets and term project phases received after seven days will not receive any credit. Nonetheless, each student is expected to produce his or her own solutions to the homework problems. As mentioned before, a final term project grade is assigned to each team based on these three deliverables. It is expected that there will be a number of opportunities for "extra credit" assignments during the term to assist in this fashion. An important aspect of achieving these standards is to be sure that students are aware of faculty expectations regarding academic honesty. This includes the concepts, theories, methodologies, and tools presented in class and recitation as well as such skills as working in teams. However, unless otherwise specified for a particular assignment, the work you submit must be done completely on your own.


We will be discussing the tradeoffs involved in different contract mechanisms, such as delivery types, and payment schemes, particularly looking at the incentive issues. The planning phase also includes establishing an appropriate timeline for the project in the context of resource constraints. Corrective action may be needed in many areas such as project scope, product performance, project schedule, and project budget.
Because feedback on the answers provided will be provided directly in the submitted file, it is important that you submit your homework in a form that is editable (Microsoft® Office or ASCII text). Project grades are adjusted for each individual based on each individual's contribution to the project. This includes text, numerical calculations, mathematical derivations, diagrams, graphs, computer programs and output.
A follow-on to choosing a delivery type is the selection of an appropriate project organization-structure and establishing the organizational breakdown structure (OBS) for the project.
Project control also requires a clear trace as to when and how changes are made to baselines as well as a clear understanding and documentation of project configurations.
If you do not have access to the appropriate software, please see the lecturer after class.
Please contact instructor or teaching assistant prior to the due-date if an extension is required. To establish individual contributions, a peer evaluation is performed during the final project phase.
You are also expected to properly reference the source of any information used in a submission that is not your own.
This evaluations will ask each team member to distribute a financial "bonus" among the team members, provide a recommendation for each member of the team, evaluate the effect of each member to the morale of the team, evaluate the contribution of the team member to the term project and assign a "title" to each member of the team including the person filling out the form. This includes any book, article, Web page, presentation or personal correspondence that you used for your work. A critical issue of this phase of the project is the handling of uncertainty and risk in projects.
There is the expectation that such evaluation will be filled individually and maintained confidential.
In that case, working effectively in a team is a precondition to get a good grade, but in the case that circumstances on the team create a difficult environment, individuals will not be blamed for the fault of others. It is also expected that team members will behave professionally and honestly while filling the evaluation.
Any consultation with other team members when filling the evaluation is strictly forbidden.



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