Implementation of low damage construction: What are the challenges?

Research papers, University of Canterbury Library

Christchurch earthquake events have raised questions on the adequacy of performance-based provisions in the current national building code. At present, in the building code the performance objectives are expressed in terms of safety and health criteria that could affect building occupants. In general, under the high intensity Christchurch events, buildings performed well in terms of life-safety (with a few exceptions) and it proved that the design practices adopted for those buildings could meet the performance objectives set by the building code. However, the damage incurred in those buildings resulted in unacceptably high economic loss. It is timely and necessary to revisit the objectives towards building performance in the building code and to include provisions for reducing economic implications in addition to the current requirements. Based on the observed performance of some buildings, a few specific issues in the current design practices that could have contributed to extensive damage have been identified and recommended for further research leading towards improved performance of structures. In particular, efforts towards innovative design/construction solutions with low-damage concepts are encouraged. New Zealand has been one of the leading countries in developing many innovative technologies. However, such technically advanced research findings usually face challenges towards implementation. Some of the reasons include: (i) lack of policy requirements; (iii) absence of demonstrated performance of new innovations to convince stakeholders; and (iv) non-existence of design guidelines. Such barriers significantly affect implementation of low damage construction and possible strategies to overcome those issues are discussed in this paper.

Transforming Tertiary Science Education: Improving learning during lectures

Research papers, University of Canterbury Library

Science education research shows that a traditional, stand-and-deliver lecture format is less effective than teaching strategies that are learner-centred and that promote active engagement. The Carl Wieman Science Education Initiative (CWSEI) has used this research to develop resources to improve learning in university science courses. We report on a successful adaptation and implementation of CWSEI in the New Zealand university context. This two-year project at Massey University and the University of Canterbury began by using perception and concept surveys before and after undergraduate science courses to measure students’ attitudes towards science as well as their knowledge. Using these data, and classroom observations of student engagement and corroborating focus groups, the research team worked with lecturers to create interventions to enhance student engagement and learning in those courses. Results show several positive changes related to these interventions and they suggest several recommendations for lecturers and course coordinators. The recommendations include:1. Make learning outcomes clear, both for the lecturer and the students; this helps to cull extraneous material and scaffold student learning. 2. Use interactive activities to improve engagement, develop deeper levels of thinking, and improve learning. 3. Intentionally foster “expert-like thinking” amongst students in the first few semesters of the degree programme. 4. Be flexible because one size does not fit all and contextual events are beyond anyone’s control.In addition to these recommendations, data collected at the Canterbury site during the 2010 and 2011 earthquakes reinforced the understanding that the most carefully designed teaching innovations are subject to contextual conditions beyond the control of academics.