| description abstract | Project delivery of sustainable buildings is more complex than that for traditional buildings. It requires early interdisciplinary collaboration with full commitment of team members to the project’s green goals—ensured by delivery methods, contractual conditions, team procurement, and project management practices. As the need for sustainable built environment grows, the demand for professionals who can manage delivery of sustainable buildings efficiently will also increase in the (architecture, engineering, and construction) industry. Teaching delivery of sustainable building characteristics to students through traditional methods is challenging, however. This paper presents a case study in which a multidisciplinary graduate class of 14 students was exposed to case-based collaborative-learning methods, examining whether these methods could improve student understanding of sustainable building delivery. The results of pre- and post case study assignment surveys and evaluation of role play and open class discussions show that understanding of key delivery parameters is improved, especially for design integration and team characteristics. The methods also improved student interest, shown by semester evaluations. The classroom presence of students from different backgrounds (e.g., engineering, construction management, and design) benefitted student-learning in a collaborative environment. The results provide insights for schools, departments, and instructors seeking effective ways to teach sustainable built environment processes. | |
