Scheduling transportation projects using Primavera Project Planner as part of the software series in civil engineering technology independent learning experiment at Fairmont State College

Journal of Engineering Technology, Spring 2001 by Stilgenbauer, Ted M, Nicholas, Thomas, Brizendine, Anthony

Abstract

The authors developed a series of scheduling instructional modules utilizing the Primavera Project Planner(R) P3 software as part of the Software Series in Civil Engineering Technology Independent Learning Experiment at Fairmont State College-Track 2: Construction. These modules, which are customized to utilize transportation projects, serve as enhancements to the Construction Track in the CET program, specifically enhancing instructional objectives in Construction Estimating (CIV 230) and Construction Management (CIV 420). Using

transportation projects throughout the scheduling modules provides an experience integrating aspects of the transportation and construction tracks within the program. Additionally, the modules are presented in the Certificate and Associate of Applied Science in Technical Studies: Transportation/ Highway Technician Programs. The series is comprised of three modules: Module 1, Creating and Calculating a Schedule with Primavera Project Planner(R); Module 2, Managing the Dynamic Schedule; Module 3, Creating Effective Output and Reports And Presenting the Project Schedule. In

each module, students are required to complete exercises based on an example project created by the authors. A final project is employed to bring together learning activities from all three modules.

Inroduction

The Civil Engineering Technology (CET) program at Fairmont State College (FSC) endeavors to produce a wellrounded graduate through a broad-based educational experience, who can contribute immediately in a civil engineering team environment upon graduation. While traditional teaching methods such as lectures, homework, exams, and projects are addressed in the classroom, the demand from industry to expose students to software is being met through the Software Series in Civil Engineering Technology Independent Learning Experiment.1 This project utilizes software commonly found in industry in a semi-self-paced environment to achieve increases in student learning due to the fact that "technology has changed many engineering methods and work today is almost entirely computer driven."2 According to Deitz, "A sophisticated understanding of engineering processes and the ability to integrate new computing tools is key to a lifetime of learning."3 And, learning today is not merely the rote memorization, analytical computations, and traditional face-to-face lectures of the past, but increasingly encompasses many modes of learning to include interactive, cooperative, independent, distance, and asynchronous models. Indeed, producing a valued member of the workforce involves someone who possesses "crossfunctional inter-disciplinary knowledge, skills, and attitudes, which extend well beyond the traditional scope of technological training."4

The Software Series in Civil Engineering Technology Independent Learning Experiment (SSCETILE), instituted at FSC in 1998, is a series of one- and two-credit special topics software courses offered at Fairmont State College in six identified disciplinary tracks, namely: Surveying, Graphics, and Transportation; Construction; Hydraulics and Hydrology; Environmental; Geotechnical; and Structural. This program resulted from industry input requesting more applications software skills. The underlying precept of the Software Series in Civil Engineering Technology Independent Learning Experiment is to expose students to software packages in more detail than normally would be feasible in respective classes without sacrificing content lecture time. Baccalaureate students are required to take courses in all six tracks at Fairmont State College. In addition to serving the Civil Engineering Technology Program, these courses are in demand from the Certificate and Associate of Applied Science in Technical Studies: Transportation/Highway Technician Programs.5

Module Development

The project modules developed are components of Track 2: Construction. Essentially, Primavera Project Planner(R) is comprised of three main focus areas for project scheduling and management: creating and calculating a schedule, managing and updating a schedule, and presenting effective output and reports.6 The authors developed three one-credit hour modules to parallel the three main focus areas of the software. The courses must be taken in order as the modules build upon each other.

Instructional Facilities

The facility used for the Primavera Project Planner(R) instruction consists of twenty-five IBM Pentium III computer stations with seventeen-inch monitors, as shown in figure 1. Instruction involves two computer projectors; one projector is used for displaying a Microsoft PowerPoint(R) presentation, and the other projector is used to project the instructor's Primavera Project Planner(R) software application onto a "smart board."7 The smart board uses TeamBoard(R) software to convert the white board into a touch computer screen.8 This process has proven to be a very effective tool in illustrating the processes and commands required to execute schedule functions in P3(R).