The emergent necessity for demolition and reconstruction content in the construction technology curriculum

Abstract

The construction industry has begun to encounter with increasing frequency projects that involve existing built environments. These activities require sensitivity to existing conditions and entail a greater probability of unforeseen project characteristics than might be encountered in new construction on vacant land. Many of these projects receive limited guidance from design professionals. Consequently, when executing demolition and reconstruction projects, the construction practitioner is required to have a greater understanding of the regulatory environment of codes and standards. In addition, they must become a more creative participant in the project as they respond to existing conditions as opposed to following the detail provided by plan and specification documents. To help prepare construction technology students for the management of projects that do not begin with a blank sheet of paper, construction education programs have an increasing need to include demolition and reconstruction content in their curriculum. Creating undergraduate course content that presents knowledge not previously provided at the university level has many challenges, not the least of which are anticipation of the career aspirations of the students enrolled and the expected educational outcomes required by the industry. This paper examines the basis for advancement of demolition and reconstruction in construction education, the development and administration of course content in the construction curriculum to support this growing need, and available resources to support future course evolution. © American Society for Engineering Education, 2010.