ABSTRACT
Integrated teaching across the years in an undergraduate course can be used as an effective and practical method of teaching and learning. It is believed that this is a viable and worthwhile educational process that reflects real life and corresponds with the nature of knowledge assimilation and interpretation.
This paper describes how the “design and construct” exercise set for a first year Graphic Communication subject was integrated into a fourth year Quality Assurance assignment. The aim of the exercise was to increase the engagement and enjoyment of the students and enhance the learning, particularly communication, interpretation, documentation and team management skills. This teaching strategy also aims to achieve meaningful interaction between theory and practice.
The first exercise in the Graphic Communication subject involved students in the problem of design of a cardboard chair to be constructed by another. This required each student to reflect on the nature of the problem, the available resources, structural limitations of the cardboard, the skill of the constructor and the necessary documentation required to convey the design theme. This type of activity reinforces the need for clear documentation and forced students to consider what type of information was important and how that might be clearly conveyed to another.
The second exercise in Quality Assurance involved students in reviewing the design documentation and the constructed chair with a view to preparing a quality plan. These students interpreted the drawings and notes and made comment about the degree of conformance (or otherwise) with the plans. They were required to submit data on how the process could have been improved.
In conclusion this paper will present the success and benefits of integrated teaching and make suggestions for implementation of this approach in other areas of an undergraduate building course.
