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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 - 1 st 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).

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Page 1: Brief CV - heltasa.org.zaheltasa.org.za/wp-content/uploads/2018/03/Teaching_Portfolio_VT... · Brief CV Dr Vittorio Tramontin ... He also is a registered professional engineer with

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).

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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

[[email protected]]

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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1 | 18 TEACHINGPORTFOLIO | 2017

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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University of KwaZulu-Natal

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Construction Studies Discipline

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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University of KwaZulu-Natal

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Construction Studies Discipline

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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University of KwaZulu-Natal

School of Engineering

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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University of KwaZulu-Natal

School of Engineering

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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Construction Studies Discipline

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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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.

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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]

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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

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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.

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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

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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.

Text Box
APPENDIX 1 List of published papers, ongoing studies and presentations at conferences on teaching and learning in higher education
Page 22: Brief CV - heltasa.org.zaheltasa.org.za/wp-content/uploads/2018/03/Teaching_Portfolio_VT... · Brief CV Dr Vittorio Tramontin ... He also is a registered professional engineer with

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

ERVIEW

Intr

oductio

n This

outlin

e is int

ended

to pro

vide yo

u with

a com

prehen

sive gu

ide in

respect

of

st sem

ester, 1

st year

) com

posed

of ENPD

1TA H1

Cons

truction

Techno

logy & P

rocess

es 1A a

nd ENP

D1DW H

1 Con

structio

n Draw

ing. In t

his doc

ument

, 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

odules

are co

re subj

ects w

ithin th

e 3-yea

r (minim

um) BS

c Prope

rty Dev

elopme

nt degr

ee pro

gramm

e. It is

extend

ed into

other

modul

es dea

ling wi

th con

structio

n tech

nology

and p

rocess

es in l

ater ye

ars of

study.

In addi

tion, th

ere is

a stron

g relati

onship

/inter-

depend

ence b

etween

the Co

nstruc

tion Tec

hnology

and Pro

cesses

modul

es, and

modul

es in D

esign A

ppraisa

l & Me

asurem

ent.

The pri

mary a

ims of

this co

nstruct

ion stu

dio are

:

to equi

p stud

ents w

ith the

skills a

nd kno

wledge

suffic

ient fo

r them

to dem

onstrat

e a wo

rking k

nowledg

e of th

e princ

iples o

f bui

lding co

nstruc

tion me

thods,

techno

logies,

materi

als, and

approp

riate co

nstruc

tion ma

nagem

ent pri

nciples;

to equi

p stude

nts to r

ead and

under

stand d

rawings

, and to

be abl

e to com

munica

te via f

reehan

d sketch

es and

techni

cal dra

wings

of a bas

ic natu

re with

particip

ants in

the con

structio

n indus

try.

The lea

rning a

pproac

h adop

ted is

genera

lly base

d upon

a lear

ner-cen

tred, pr

oblem

based

learnin

g appr

oach. A

dopting

this co

nstruct

ivist

approa

ch, the

prim

ary ro

le is th

at of a

facilita

tor of t

he lear

ning, a

nd the

prior

ability

and kn

owled

ge of t

he larl

y for th

ose

who ch

oose t

o be e

ngaged

in me

aningfu

l learn

ing whe

re the

ir inte

ntions

becom

e more

signifi

cant th

an tho

se of

the te

acher.

The

underly

ing phi

losophy

to the

develo

pment

of the

Bache

lors Pro

gramm

e is de

scribed

in a sep

arate m

anual.

2 GEN

ERAL AD

MINISTR

ATIVE

MATTE

RS

Queries

All

academ

ic quer

ies sho

uld be

referre

d to the

lecture

r conce

rned d

uring th

e sched

uled le

cture p

eriods/

contact

session

s. This

will en

sure

that th

e whol

e class

benef

its from

an ins

pection

of suc

h issue

s. If yo

u have

a perso

nal adm

inistrat

ive que

ry, kind

ly make

an ap

pointm

ent

through

any o

f the A

dminis

trative

Assista

nts (in

Room

107 o

r Room

118 in

order o

f prefe

rence).

Throu

ghout t

his doc

ument

, refere

nce is

made

to the

Cour

se We

bsites

of the

two m

odules.

These

are fou

nd on

the M

oodle O

nline L

earnin

g Site

access

ible thr

ough ty

ping

http://l

earn.u

kzn.ac.

za in th

e URL a

ddress

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

Text Box
APPENDIX 2 Example of module outline: Construction Technology and Processes 1A 2015 (integrated as a studio with Construction Drawing)
Page 23: Brief CV - heltasa.org.zaheltasa.org.za/wp-content/uploads/2018/03/Teaching_Portfolio_VT... · Brief CV Dr Vittorio Tramontin ... He also is a registered professional engineer with

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

Page 24: Brief CV - heltasa.org.zaheltasa.org.za/wp-content/uploads/2018/03/Teaching_Portfolio_VT... · Brief CV Dr Vittorio Tramontin ... He also is a registered professional engineer with

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

.

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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

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search

in Hig

her Ed

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com

petent

Te

aching

and L

earnin

g in Hi

gher E

ducatio

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petent

*At

tended

: has to

subm

it portf

olio of

eviden

ce and

be de

emed

compet

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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

Text Box
APPENDIX 3 Certificates of successful training in Teaching and Learning in Higher Education
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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

Text Box
APPENDIX 4 EXTRACT FROM COURSE MATERIAL
Text Box
APPENDIX 4A Examples of visual slides developed to facilitate student learning (Construction Technology and Processes 1A and 1B)
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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

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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

Text Box
APPENDIX 4B Extract from specific course material developed on green building and sustainable construction (Construction Technology and Processes 1B)
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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

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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

Text Box
APPENDIX 4C Instructional slides for class debate sessions and group work activities based on video presentations (Construction Technology and Processes 1A)
Page 31: Brief CV - heltasa.org.zaheltasa.org.za/wp-content/uploads/2018/03/Teaching_Portfolio_VT... · Brief CV Dr Vittorio Tramontin ... He also is a registered professional engineer with

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

Tramontin
Text Box
APPENDIX 4D Examples of tutorials (Construction Technology and Processes 1A)
Page 32: Brief CV - heltasa.org.zaheltasa.org.za/wp-content/uploads/2018/03/Teaching_Portfolio_VT... · Brief CV Dr Vittorio Tramontin ... He also is a registered professional engineer with

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)

Text Box
APPENDIX 4E Animated construction sequences (based on 3D models and rendering I developed ad-hoc) oriented to facilitate student understanding
Page 33: Brief CV - heltasa.org.zaheltasa.org.za/wp-content/uploads/2018/03/Teaching_Portfolio_VT... · Brief CV Dr Vittorio Tramontin ... He also is a registered professional engineer with

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

Tramontin
Text Box
APPENDIX 5 EXAMPLES OF ASSESSMENT TASKS, ASSESSMENT CRITERIA, FEEDBACK AND PERFORMANCE OF STUDENTS
Tramontin
Text Box
APPENDIX 5A Example of assignment based on the practical experience on a construction site (Construction Technology and Processes 1A)
Page 34: Brief CV - heltasa.org.zaheltasa.org.za/wp-content/uploads/2018/03/Teaching_Portfolio_VT... · Brief CV Dr Vittorio Tramontin ... He also is a registered professional engineer with

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)

[…]

Tramontin
Text Box
APPENDIX 5B Extract from an assignment, regarding problem-based tasks on green building (Construction Technology and Processes 1B)
Page 35: Brief CV - heltasa.org.zaheltasa.org.za/wp-content/uploads/2018/03/Teaching_Portfolio_VT... · Brief CV Dr Vittorio Tramontin ... He also is a registered professional engineer with

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

]

Text Box
APPENDIX 5C Example of test paper
Page 36: Brief CV - heltasa.org.zaheltasa.org.za/wp-content/uploads/2018/03/Teaching_Portfolio_VT... · Brief CV Dr Vittorio Tramontin ... He also is a registered professional engineer with

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)

Text Box
APPENDIX 5D Examples of constructive feedback given to students on individual assessment tasks (test) and group assignments
Page 37: Brief CV - heltasa.org.zaheltasa.org.za/wp-content/uploads/2018/03/Teaching_Portfolio_VT... · Brief CV Dr Vittorio Tramontin ... He also is a registered professional engineer with

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"

Text Box
APPENDIX 5E Examples of exam papers and assessment grading criteria provided to students
Page 38: Brief CV - heltasa.org.zaheltasa.org.za/wp-content/uploads/2018/03/Teaching_Portfolio_VT... · Brief CV Dr Vittorio Tramontin ... He also is a registered professional engineer with

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]

Page 39: Brief CV - heltasa.org.zaheltasa.org.za/wp-content/uploads/2018/03/Teaching_Portfolio_VT... · Brief CV Dr Vittorio Tramontin ... He also is a registered professional engineer with

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]

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Text Box
APPENDIX 5F Examples of student performance
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not de

livered

by me

Text Box
APPENDIX 6A Extracts from QPA reports on student evaluation of modules that I taught at UKZN
Text Box
APPENDIX 6 PEER AND STUDENT EVALUATION OF MY TEACHING
Tramontin
Pencil
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[...] [...

]

[...]

not de

livered

by me

Tramontin
Pencil
Page 44: Brief CV - heltasa.org.zaheltasa.org.za/wp-content/uploads/2018/03/Teaching_Portfolio_VT... · Brief CV Dr Vittorio Tramontin ... He also is a registered professional engineer with

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

email

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

Text Box
APPENDIX 6B Extract from QPA report on student evaluation of postgraduate supervision at UKZN
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Text Box
APPENDIX 6C Official student evaluation report on the module I taught at the Faculty of Architecture of the University of Cagliari
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6D-1

6D-2

Text Box
APPENDIX 6D Solicited testimonials from students
Page 47: Brief CV - heltasa.org.zaheltasa.org.za/wp-content/uploads/2018/03/Teaching_Portfolio_VT... · Brief CV Dr Vittorio Tramontin ... He also is a registered professional engineer with

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

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APPENDIX 6E Example of peer evaluation report on my teaching at UKZN
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APPENDIX 7 Further credits regarding conferences or conference sessions on higher education
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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

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APPENDIX 8 Contribution to curriculum development: testimonial from the Programme Coordinator (Construction Studies, UKZN)
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Tramontin
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APPENDIX 9 Special recognition/award