CIC Blog: architecture

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Le Grand Tour de Yorkshire

 

Stefanie Stead

CIC Yorkshire & Humber Chair 

Architect, Pearce Bottomley Architects

Sustainable communities are places where people want to live and work because they meet diverse needs, are sensitive to the environment, safe and inclusive. The construction industry plays a huge part in building these communities, providing homes, infrastructure, jobs and social institutions. Whether the Bronze Age stone circles or modern stadia, construction is intrinsic to the creation of community and there is no better place to explore this than Yorkshire, where evidence dates back to the prehistoric.   

As the location of the Grand Depart, Yorkshire is building a new type of community for the region, one that combines sport, tourism and media. By following the cycling route map – a new sort of neighbourhood plan – we can explore the type of communities Yorkshire had – and has – to offer from Roman roads to modern arenas and ask what we can learn from the past to build the communities of the future.

The new Leeds Arena is the face of the modern construction industry and a reflection of the need of communities to gather for a shared interest, be it gladiatorial combat or a Bruce Springsteen concert.  As the first purpose-built arena with a fan-shaped design and “the best acoustic experience of any large arena venue in the country”, it created technical challenges for the construction team.  But this is not the only ‘new’ arena in the area.  2011 saw the discovery of a significant Roman Amphitheatre in Aldbrough, which also demonstrates cutting edge construction skills.

Central to the development of communities in the region was the building of monasteries in Yorkshire.  Architecturally, the buildings pushed boundaries; economically and politically, these institutions were the power houses of the country.  Fountains Abbey in Ripon was the largest and richest of the Northern abbeys, with an influence that extended to the rest of the country and as far as Norway.  It was occasionally at the forefront of international affairs, whilst closer to home, thousands of people relied on the abbey for work, food, trade and shelter, as well as spirituality.  Today it is a World Heritage site and the impact on tourism is clear but are there lessons here in constructing sustainable communities?

The Dissolution of the Monasteries by Henry VIII to form the estates of the gentry had a profound and permanent effect on the Yorkshire landscape. Their stewardship of the land continues to define the character of much of rural Yorkshire and rural business. Bolton Abbey, is a prime example of how once redundant traditional buildings that are no longer suitable for mainstream farming can be given a new lease of life within the community.

Religion was also key to the development of the Rowntree Company established by Joseph Rowntree in 1862. By the time it was acquired by Nestlé in 1988 it was the fourth largest confectionery manufacturer in the world. The company was founded on Quaker principles and Rowntree was deeply interested in improving the quality of life of his employees.  In creating the model village of New Earswick, in York, Rowntree stated that he did “not want to establish communities bearing the stamp of charity but rather of rightly ordered and self governing communities".  The Rowntree Trust continues to build today along the same principles, demonstrating that the need for well-designed communities is as relevant today as it was then.

But what about Yorkshire’s urban communities that have experienced the highs of the Industrial Revolution and the lows of the modern economy?   Hebden Bridge flourished during the Industrial revolution, being a central part of the wool industry that came to define much of the West Riding.  By the late 20th century however, the small mill town was looking like a northern backwater.  The fact that the railway survived the 1960s axe, reinforced the relationship the town has with the larger metropolises of Manchester and Leeds, allowing it to become a vibrant suburb with a distinct sense of independence.  The reinvention of Hebden Bridge fits nicely into the aims of the ‘Northern Way’ initiative before the demise of the LDAs. How can other parts of the UK replicate Hebden Bridge's success?  And should the ‘Northern Way’ be rebuilt?

Likewise, Sheffield is a lesson on how a city can be reborn.   Having established itself as the ‘City of Steel’ in the 18th and 19th centuries, the 1980s saw its dramatic fall as an industrial powerhouse, with the loss of over 50,000 jobs.  Yet Sheffield is now leading the way in its regeneration by engaging with the city in innovative and creative ways, facilitating diverse employment and taking advantage of two top class universities.  This thinking, which combined exemplary architecture and landscape design that was thoroughly endorsed by the Council, has resulted in Sheffield’s GVA increasing by 60% since 1997, standing at £9.2 billion in 2007, with steady growth averaging around 5% annually. So are there ways we can learn from Sheffield?

‘Le Grand Tour de Yorkshire’ is the subject of the CIC Yorkshire and Humber Conference which takes place at the National Railway Museum in York on 25 June 2014.

Contributor: Stefanie chairs CIC's Yorkshire and Humber regional committee and is an Architect at Pearce Bottomley Architects in Leeds.

Tags: infrastructure, Yorkshire, sustainable communities, construction, architecture, diverse,
| Filed in Blog, BIM, BIM Research
BIM and the Civil Engineering Undergraduate

Joe Wesley 

4th year undergraduate at the University of Warwick

 

2016. BIM. Construction. These three words are of great significance to Architecture, Engineering and Construction (AEC) industry professionals, and have been the topic of much development, and conversely debate, since the release of the Government Construction Strategy in 2011. However, to many UK civil engineering undergraduates, BIM itself means very little, whilst to the few who have heard of it, its meaning and purpose is somewhat confused.  

Before I began my research into this topic for my project, I, along with many others, thought the significance of BIM is due to how advanced the 3D modelling technology is.  In fact, it is far more to do with the way it effectively manages information. This common misconception amongst students (and even their tutors!) is caused by one fundamental problem: lack of education.

My research involved investigating how or indeed if BIM is taught in the 24 Russell Group universities. The results were as follows:

                                                                                                

The 9 UK universities who registered a level of BIM activity were primarily involved in research and postgraduate study. There was very little to suggest undergraduates anywhere were studying or even being made aware of BIM, especially in civil engineering courses, until a brief mention in the undergraduate prospectus at Leeds. This is a frightening thought given the fast approaching 2016 deadline. How are these graduates meant to be prepared?

Findings from the 2013 National BIM Survey may help to highlight the issue further:

  • 71% of respondents agreed that BIM represents the ‘future of project information’
  • 74% agreed that the industry is ‘not clear enough on what BIM is yet’.

So we agree that BIM is important, but its definition is uncertain. In addition to this, if industry is not clear enough on what BIM is, then how it is to be taught effectively?

To some extent the problem is alleviated as training for professionals is readily available. However, will somebody with 25 years of experience be willing to completely change their ways to incorporate BIM? Grass roots education is the key to solving the issue as BIM is believed to be a new way of thinking. Despite this, there is very little specification from industry to define the ‘BIM-Enabled’ graduate.

So, what can we do about it?

Well, the first step is to decide what to teach. I realised it is not feasible to teach BIM in its entirety due to the cost of software and the enormity of the subject. Fundamentally students must be able to a) work and engage in collaborative group design work, b) have simple design conceptual skills and c) have a general awareness of BIM, this awareness being based upon three main topics, People, Process and Technology.

People:

  • Cover what BIM is and its role in the AEC industry.
  • Understand why BIM is needed.
  • Appreciate the business case for BIM and the government’s stance on it.
  • Understand the basics of how BIM will be implemented, covering the Push-Pull strategy and the concept of data drops.

Process:

  • Know the format of and problems with the traditional design, procurement and construction process, the tools and techniques it uses and the improvements BIM introduces.
  • Be aware of lifecycle management- design conception to demolition.
  • Work to the ‘right first time’ ethos in design work.
  • Appreciate the importance of collaboration.

Technology:

  • Understand how parametric objects and clash detection define BIM and how data sets and reports can be extracted from the original 3D model.
  • Understand the role that cloud technology and standards such as COBie play.

The question now, is how do we introduce this core content and these skills into the already overcrowded civil engineering degree structure?

It may be that it’s introduced as a course elective, such as ‘Civil Engineering with BIM’, or as a single optional module available to students, therefore reducing the time constraint. However, in my opinion, rather than teaching it as a separate subject, BIM has the potential to be, or should be, fully integrated into the curricula. It is plausible that the Joint Board of Moderators could include it within its three main threads of Civil Engineering accreditation, which are Design, Sustainability and Healthy and Safety and Risk Management. BIM in fact combines with all of these.

There are still many barriers to introduction still to overcome, such as delivery and assessment. Given that it’s still new to industry, who will teach it? Furthermore, how will teaching content be moderated for consistency across the board?

Despite this, BIM urgently needs to be introduced into civil engineering curricula to ensure the next generation of graduates understand exactly what is going on and why. After all, they will soon be required to have a level of knowledge and understanding that allows them to fit into industry with minimal time and cost expenditure. As it stands, this is not going to happen. It’s clear that higher education needs to catch up with industry, quickly.

Contributor: Joe Wesley is a 4th year undergraduate at the University of Warwick, studying for an MEng Masters in Civil Engineering. Earlier this year he completed his third year individual project, ‘BIM and the Civil Engineering Undergraduate’, which involved developing a proposal for the introduction of BIM at the University of Warwick.

You can find Joe on LinkedIn or email via: j.wesley@warwick.ac.uk

 

Tags: BIM, Construction, Civil Engineering, Architecture, Engineering and Construction, AEC