I had the opportunity over the weekend to attend end-of-semester case study presentations by 6 teams of IIT graduate students taking part in the College of Architecture’s inaugural Master of Integrated Building Delivery degree program. Headed by Assistant Professor John Durbrow, the course was taught by Aaron Greven, owner of AG Design Works with one foot in architecture and the other in construction, where he masterfully mediates and positively influences the two. IIT’s program is one of 60 or so BIM and/or IPD programs currently offered at universities worldwide. For a few hours in the lower level of Crown Hall on a sunny Saturday I witnessed what will no doubt be the future of practice.
The course in general utilized lectures, presentations by practicing professionals and off-site field trips to investigate new and emerging technologies and develop a detailed understanding of IPD. The students who presented had been studying integrated practices and the technology that facilitates collaboration across a broad range of building projects and participants. They developed case studies and collected unique stories of 6 projects’ successes and challenges working with BIM in integrated and collaborative processes, including the Tucson Convention Center Addition and Hotel; Children’s Memorial Hospital, Chicago; Crate & Barrel, Toronto; Optima Camelview Village Scottsdale, AZ; Art Gallery of Ontario, Toronto; and the University of Chicago – New Hospital Pavilion.
All-in-all the presentations were informative, describing research gathered on a wide range of topics related to the practice of architecture and the construction of significant buildings at all scales.
Here are some of my take-aways and observations from the presentations – with an eye on the big picture:
- Content Representation I. If the AEC industry is experiencing a fundamental change in how services are delivered, and BIM and IPD represent paradigms in how these services are communicated and delivered, one might question the wisdom of delivering all the presentations in PowerPoint, perhaps the most conventional of means.
- Content Representation II. If the medium is the message (Marshall McLuhan) and the message is the new work processes require collaboration – then IPD presentations ought to reflect this collaborative work effort. Team members ought to at least be aware of the material fellow classmates are presenting so as not to repeat – or at least to build-on – their content. In lieu of standard linear presentations where each student speaks at the lectern for 6 minutes and 40 seconds and then hands-off to the next student (the inapt image of silos comes to mind) a more imaginative – and consistent – (re)presentation might mirror the give-and-take of collaborative teamwork. Listing of project facts could be placed in a comparison matrix, approximating the parametric wonder of the technology that enables the IPD process. At the very least the presentations ought to appear integrated: fonts, style, etc.
- Content Integration. If Integrated Project Delivery (IPD,) or here referred to as Integrated Design, is a project delivery approach that integrates people, systems, business structures and practices – then the content of the presentations ought to be integrated into a working whole.
- Production Efficiencies. If IPD is to be a process that collaboratively harnesses the talents and insights of all participants to reduce waste and optimize efficiency through all phases of design, fabrication and construction – then presentations on the subject ought to be exemplary examples to this effect. If fundamental changes in the process of delivering buildings are about to revolutionize the structure and practice of architectural design, when given 15-20 minutes to present – a talk on IPD that continues on 50-100% over the time limit can’t possibly serve as a proponent of the process. If anything, it makes a mockery of it. A presentation that runs over in terms of schedule can justifiably be seen as wasteful the instructor’s, classmates and visiting critic’s time. If the habits, attitudes, mindsets and practices required of IPD cannot be mastered in school – how should we expect them to be practiced in the real world?
- Role and Identity. To its credit, the program recognizes that the role of the architect at the realization of current industry changes is not yet clearly defined, but it is recognized that it will be significantly altered from that of today. This critical, and admittedly quite scary, topic was discussed – obliquely by the presenters, more directly between the presentations – and perhaps ought to have been addressed directly as one of the observations made of each project presented by the presenting team. IIT has introduced the new curriculum to ensure that graduates are prepared for a rewarding and significant role in the emergent state of the profession – whatever that role may be.
Architecture school curricula are already overburdened with course requirements. How on earth are they to fit in courses involving the learning of BIM, let alone a thorough working understanding of IPD, where students are currently required to complete their degrees with demonstrated ability in Speaking and Writing Skills, Critical Thinking Skills, Graphics Skills, Research Skills, Use of Precedents, Human Behavior, Accessibility, Sustainable Design, Program Preparation, Site Conditions, Building Materials and Assemblies, Construction Cost Control, Architectural Practice, Leadership, Legal Responsibilities, Ethics and Professional Judgment, Life Safety, Building Envelope Systems, Structural Systems, Environmental Systems and Fundamental Design Skills amongst others?
Here’s how. By placing the BIM model at the center – and learn the various areas of concentration working from the model. What better way to garner a deep and meaningful understanding of structures, environmental systems, sustainability and so on than from the building model that you have virtually conceived and built?
As for IPD, since Building Information Modeling is already the primary communication basis of IPD, course content such as collaborative work practices, leadership, legal and ethical responsibilities, can be covered much as construction-related topics are: from the model. Additionally, students currently learn several of the hallmarks of Integrated Design, including Learning Collaborative Skills (the ability to recognize the varied talent found in interdisciplinary design project teams in professional practice and work in collaboration with other students as members of a design team,) already an NAAB requirement for graduation, as well as Building Systems Integration (the ability to assess, select, and conceptually integrate structural systems, building envelope systems, environmental systems, life-safety systems, and building service systems into building design.)
Degree programs, such as IIT’s still nascent but growing one, builds upon what is already a requirement of every graduating student and provides a promising glimpse at what will come to be in the years ahead.