COURSE SYLLABUS

CON E 401: Construction Planning & Scheduling

Fall 2014

1. COURSE INFORMATION

Lecture: Mondays & Wednesdays 4:00 – 5:15 PM EBA 343

Lab: Selected Mondays 12:00 – 1:40 PM ENG 221

2. INSTRUCTOR
Instructor: Professor Mitropoulos Phone: (619) 594-0137
Office: ED 100D Email: [email protected]
Office Hours: T 1-3, W 9-11.

3. CATALOG DESCRIPTION
Fundamentals of scheduling logic including critical path method, deterministic and probabilistic
scheduling, and impact of constraints. Development of construction plan and representation in
schedule format using common computer applications used in industry.

4. PRE-REQUISITE COURSES
For Construction Engineering majors: CIV E 160 & CON E 320
For Civil Engineering majors: CIV E 160 & CIV E 321
PROOF OF COMPLETION OF PREREQUISITES IS REQUIRED.

5. COURSE GOALS
The principal objective of the course is to develop the students’ ability to apply the scheduling
principles and techniques to successfully manage construction projects.

6. EXPECTED LEARNING OUTCOMES

Towards your degree in Civil engineering, each course emphasizes particular program
outcomes. All together, program outcomes are intended to provide a foundation for your career.
Although other outcomes may be related to this class, this course has an emphasis on the
following program outcomes:

Outcome 1: Solve problems in mathematics through multivariate calculus, calculus-

based physics, and one additional area of science.
 Calculate activity durations based on productivity and quantities.
 Perform schedule computations to calculate project duration, identify the critical path,
calculate activity early and late dates, and total and free float.
 Use Probabilistic methods to calculate probabilities for project completion within specified
duration.

Outcome 9: Apply relevant techniques, skills, and modern engineering tools to solve a
simple problem
 Describe construction projects and processes using bar charts, network diagrams, PERT
diagrams and linear schedules.
 Define activity relationships to meet specific objectives and process requirements.
 Update the schedule to evaluate schedule staus and identify corrective actions needed.
 Identify activity adjustments to shorten the project schedule at the lowest cost.
 Apply the Earned Value method to evaluate project cost and schedule status.
 Use Primavera P6 to develop, monitor and update project schedules.
Outcome 12: Explain key concepts and problem-solving processes used in management
team.
 Define the concepts of critical path, and activity floats.
 Identify sources of uncertainties and risks that can affect the time and cost of construction
projects and strategies to account for them and address them.
 Compare and contrast the appropriateness of scheduling tools for varying construction
operations.
 Describe the parameters affecting project planning.
 Explain the concepts of direct and indirect costs.
 Describe Lean construction principles and techniques that are important for increasing the
reliability of work plans.

Outcome 13: Explain key concepts and problem-solving processes used in business,
public policy and public administration.
 Describe the contractual concept and terms related to schedule (e.g., substantial
completion, liquidated damages, etc.)
 Identify sources and impact of changes and interruptions on the schedule.

Outcome 14: Explain the role of a leader, leadership principles, and attitudes conducive to
effective practice of civil engineering
 Describe the role of project participants in schedule development, monitoring, and
resolving schedule problems.
 Evaluate the ethical dimensions of cost and schedule reporting.

7. TEXTBOOK
Mubarak, Saleh, Construction Project Scheduling and Control, Second edition, John Wiley &
Sons.

8. ELECTRONIC RESOURCES
I will make extensive use of BlackBoard as a means of communicating with you, posting class
notes and assignments. Your grades for homework, tests, and projects will be posted on
blackboard.

9. CALENDAR
http://arweb.sdsu.edu/es/registrar/14-15-calendar.pdf
First day of classes: Aug 25, 2013
Last day of classes: Dec 10, 2011
Final Exam: Mon Dec 15, 2013 3:30 – 5:30 PM.

A tentative schedule of topics is included in the Syllabus. The exact dates will be determined
depending on class progress and guest speakers availability. The instructor reserves the right
to adjust the schedule during the semester and will post revised schedules on the course
website as appropriate.

10. COURSE REQUIREMENTS

1. Class participation & professionalism: Students are expected to attend all class sessions.
Attendance in guest speaker sessions is particularly important. Roll will be taken frequently. If
you miss a class, you are fully responsible for the assignment and any supplemental material
that may have been issued or graded material assigned that day. Punctuality, preparation,
participation and your conduct in the class are explicit reflections of your interest in the course
and your professionalism.
2. Homework Assignments: Assigned homework will be due as shown in the schedule. The
homework problems will be posted on BlackBoard. Submit your homework using the cover
page and the solution templates posted on BlackBoard. If needed, attach additional pages to

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 show how you solved the problem. Make sure your name on the cover page is typed or
printed clearly. Late homework will not be accepted.
3. Computer labs: The lab portion of the course will teach Primavera P6 software. Selected
Mondays will be allocated to lab. The labs will take place at the computer lab at Engineering
221. Each student is expected to participate in all lab topics. The software tutorials are
videotaped, so you can repeat them on your own time. It is essential to be at the lab on time,
to avoid disrupting the lab. Make sure you have the password that you need to log in at the
lab computers. If you don’t have one, contact the tech support staff across E 221.
4. Lab assignments. To develop the computer scheduling skills needed, the students will
complete four assignments using P6. For your lab assignments you can use the computer
labs at PS231, and (if no space available) E 220 and E 301. I will provide you a passcode to
access the lab at PS231.
Late assignments will not be accepted. To receive credit for your work, your work must be
well organized and readable. All writing requirements must be completed using a word
processor, spell and grammar checked and well written with a logical flow of thought. Each
Primavera assignment must be organized in one report, with a cover page (indicating course,
semester, assignment title, student name and date), and each part must have appropriate
titles. The report must be well organized, appropriately titled, and easily readable.
5. Planning and scheduling case study (group project). Students will work in groups of
three. This will be a study of the planning and scheduling process on a real project. Each
student team will identify A CURRENT PROJECT IN THE SAN DIEGO AREA, AND WILL
PERSONALLY COLLECT FIELD DATA. Reports based on completed projects, projects in
other areas, or projects where you did not personally collect the data, are not acceptable.
The details of the assignment are described at the end of the Syllabus.
6. Midterm and Final Exam. The final exam will be comprehensive.
 During the midterm and the final, students are allowed to use ONLY ONE 8-1/2 x11
SHEET WITH THEIR OWN HANDWRITTEN NOTES. Printed or photocopied material of
any kind is not allowed (printed notes, class handouts, completed homework, ppts copies,
etc.).
 Sharing calculators, notes or other items is not permitted during tests.
 A student giving or receiving unauthorized help or using unauthorized material will receive
zero on the exam.
7. Assignment Changes: The instructor reserves the right to change the listed assignments. If
the course assignments change, a revised syllabus will be posted on Blackboard.

11. MAKE-UP POLICY

When a class is missed, it is the student's responsibility to obtain notes and assignments from
fellow classmates. Only under the most extreme circumstances, supported by written
documentation, will a make-up quiz or test be given. The final decision rests with the instructor.

Students who participate in university sponsored activities (such as intercollegiate athletics or

student government), will be given the chance to make up graded work they miss as a result of
travel. This right will be granted ONLY if all of the following conditions are met.
1. Students participating in University-sanctioned activities need to identify themselves prior to
missing class, AND
2. Students must provide me a copy of their travel schedule indicating the SDSU organization
sponsor or on letterhead of the sponsor, AND
3. Missed work will be rescheduled at a convenient time on a case-by-case basis. In general, the
student should expect to make up quizzes very shortly before their departure.

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12. WEIGHTING OF ASSIGNMENTS
Your final grade will be based upon your performance on the following requirements:

Item % of Grade
Homework assignments 15%
Midterm 20%
4 Primavera lab assignments 20%
Planning & scheduling case study 15%
Final Exam 30%
Total 100%

13. GRADING SCALE

The final letter grades will be assigned based on the score obtained, as follows:

Points Final Grade Points Final

Obtained Obtained Grade
> = 94% A > = 77% C+
> = 91% A- > = 74% C
> = 87% B+ > = 71% C-
> = 84% B > = 67% D+
> = 81% B- > = 64% D
> = 61% D-

14. ACADEMIC INTEGRITY

Each student has an obligation to act with honesty and integrity, and to respect the rights of others
in carrying out all academic assignments. You are responsible to learn the Standards for Student
Code of Conduct. Violations of academic integrity will not be ignored. Penalties include reduced
or no credit for submitted work or even a failing grade in the class. Furthermore, the university
mandates faculty to report all incidents of academic dishonesty to the Center for Student Rights
and Responsibilities. Cheating is doing something that affects an academic evaluation without the
instructor's authorization. We will discuss in class what is authorized and that if you want to do
anything else, you need to ask me first.

15. COURSE STANDARDS

 Prior to the start of class, please turn your cell phones off, or to silent mode, to avoid
unnecessary classroom disruptions.
 Eating and drinking in the class (except water) is not allowed
 Students need to bring a calculator and writing materials to every class.

The University maintains the highest standard for academic honesty and trusts that each student
will perform ethically and professionally when preparing required work for this course. Each
assignment must represent the student's collective original work, even for work designated as
group work. Although the university encourages collaboration between students in the sharing of
ideas and experiences, individual work needs to represent the student's original thought and be
distinguishably different from other students work. While discussions between students are
encouraged, cheating will not be tolerated. Any student found cheating on an exam, a quiz, or
assignment may be given a failing grade for the course and flagrant violations can result in

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additional consequences. You are cheating if you represent someone else's work as your own or
if someone else represents your work as theirs. All graded work (exams, homework assignments,
as well as any written exercises or quizzes) in this class must represent your own individual work
only. Students may discuss the conceptual aspects of an assignment, but students must turn in
their own, independently developed solutions. Grading will include comparing the structure and
content of your solution with that of other students.

16. STUDENTS WITH DISABILITY

If you are a student with a disability and believe you will need accommodations for this class, it is
your responsibility to contact Student Disability Services at (619) 594-6473. To avoid any delay in
the receipt of your accommodations, you should contact Student Disability Services as soon as
possible. Please note that accommodations are not retroactive, and that accommodations based
upon disability cannot be provided until you have presented your instructor with an
accommodation letter from Student Disability Services. Your cooperation is appreciated.

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 17. TENTATIVE CLASS SCHEDULE
The dates are tentative depending on class needs and guest speaker availability.
Additional lab may be added if needed.

Date Topic HWK HWK due Project

Assigned
1 Mon, Aug 25 Course Introduction
2 Wed, Aug 27 Scheduling and Project Management
Mon, Sept 1 LABOR DAY
3 Wed, Sept 3 Bar charts, Histograms (HWK 1) HWK-1
4 Mon, Sept 8 Activity on Arrow-Part 1
5 Wed, Sept 10 Activity on Arrow-Part 2 (HWK 2) HWK-2 HWK-1
6 Mon, Sept 15 PDM-Part 1: FWD, BWD pass Form groups
7 Wed, Sept 17 PDM-Part 2: Floats (HWK 3) HWK-3 HWK-2
8 Mon, Sept 22 Schedule Constraints (HWK 4) HWK-4
9 Wed, Sept 24 Schedule Risk and PERT HWK-3
10 Mon, Sept 29 PERT (HWK 5) HWK-5 HWK-4
11 Wed, Oct 1 Resource Leveling & Constraining
Mon, Oct 6 Lab-1 P6 introduction
12 Mon, Oct 6 Guest speaker HWK-5
13 Wed, Oct 8 Schedule Updating (HWK 6) HWK-6
LAB-2: Create Project, Activities, P6 Task #1
Mon, Oct 13 Reports
14 Mon, Oct 13 Guest speaker
15 Wed, Oct 15 Earned Value Method (HWK 7) HWK-7 HWK-6 Id Project
Mon, Oct 20 LAB-3: Activity Codes, WBS P6 Task #2 P6 Task #1
16 Mon, Oct 20 tbd
17 Wed, Oct 22 MIDTERM
Mon, Oct 27 LAB-4: Resources P6 Task #3 P6 Task #2
18 Mon, Oct 27 Guest speaker
19 Wed, Oct 29 Time-cost tradeoff HWK-7
Mon, Nov 3 LAB 5: Updating P6 Task #4 P6 Task #3
20 Mon, Nov 3 tbd
21 Wed, Nov 5 Time-cost tradeoff & Cost Envelope (8) HWK-8 P6 Task #4
22 Mon, Nov 9 Linear Scheduling Method (9) HWK-9
23 Wed, Nov 12 Schedule & Contracts, Claims HWK-8 All data
24 Mon, Nov 17 Lean Construction: Parade of Trades
25 Wed, Nov 19 Lean Construction: Last Planner System HWK-9
26 Mon, Nov 24 tbd
Wed, Nov 26 NO CLASS
27 Mon, Dec 1 Guest speaker
28 Wed, Dec 3 Course Review
29 Mon, Dec 8 Project presentations Reports due
30 Wed, Dec 10 Project presentations
Mon, Dec 15 FINAL EXAM 330-530 PM

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 CONE 401 PLANNING AND SCHEDULING
Planning & Scheduling Case Study

Case Study Objectives

This assignment has the following learning outcomes. The students (1) will document and
describe the key processes and factors used in the development and management of the project
schedule, (2) will describe the role of project participants in schedule development, monitoring, and
resolving schedule problems, and (3) will increase the students’ understanding and appreciation of the
parameters that affect project planning and scheduling—such as owner’s time and budget pressures,
technical issues (soil, design, methods, quality requirements, etc.), project location, material lead times,
resource constraints, market conditions, local regulations, etc.
Students will work in teams of three. Each team MUST have at least one student from CON E and
one student from CIV E. Each team will identify,study and report on a current construction project in the
San Diego area. Each team will develop a project case study that will include the following:
1. Overview of the project (10 pts)
 Project description: Type of project, size, project duration, budget, major building systems
 Key project participants (owner, designer, GC, key contractors)
2. Leadership roles in the development of the schedule (10 pts)
 Identify and discuss who took the leading role in developing the schedule and what principles
and attitudes are important.
 Who were important participants in the development of the schedule?
 What was the subcontractors participation in the development of the schedule?
3. Project schedule description (10 pts)
 Overall project duration, project phases, milestones and long lead items.
 Overall project execution plan and work schedule (work hours, shifts, etc.).
 Key project risks identified and how addressed
 Project layout to show the work flow.
 Barchart with the main activities (10- 15) to describe the work sequence and durations.
4. Key parameters affecting the schedule and how (40 pts)
This is the main focus of the report
 What were the important project parameters (technical issues, site difficulties, time
requirements, etc.) that influenced the development of the schedule? And how they affected
the work sequence, resources, methods, major equipment and durations?
 Describe owner’s requirements, resource issues, site issues, technical issues, cost
considerations, considerations related to major equipment, lead times, work hour constraints,
or any other parameters that influenced the schedule. What information had to be gathered in
order to develop the schedule?
 What alternatives were considered (sequence, methods, overtime, equipment) and why was
the particular schedule selected?
5. Schedule monitoring and schedule changes (10 pts)
 How is the schedule monitored and updated during the project?
 What major schedule changes took place since the project started? What were the reasons?
How could this have been avoided?
 What attitudes and behaviors are needed in order to resolve scheduling issues between the
project parties?
6. Your evaluation of the schedule (20 pts)
 Do you believe this is a good schedule? Why do you think so? (Is it realistic? How well did it take
into account the risks? How likely is it that the plan can be accomplished? Other criteria?)

STUDENT ACTIVITIES MILESTONES AND DELIVERABLES

1. Form groups. Due date: Sept 15
Students will work in groups of three—different size groups need the instructor’s permission. There
must AT LEAST ONE CON E and ONE CIV E student in each group, and NO MORE THAN ONE
foreign exchange student.

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 Deliverable: By the due date, each group must email the instructor the group composition. Teams
who miss this milestone will lose 5 points from the total report grade.
2. Identify project. Due date: Oct 15
Each group will identify a project to study. The project must be in the San Diego area and in the
construction phase. Construction projects can be of any type (residential, commercial, institutional,
industrial, highways, etc.) and scope (new, renovations, expansions, etc.). If it is a large project, you
can focus your case study on the current phase of the project (e.g. foundations, structural system,
etc.).
EACH GROUP SHOULD ANALYZE A DIFFERENT PROJECT OR (IN THE CASE OF LARGE
PROJECTS), A DIFFERENT PHASE (FOUNDATIONS, STRUCTURE, INTERIOR, ETC.) OF THE SAME
PROJECT

Deliverable: By the due date, each group must email the instructor with information of the project you
will analyze (project name, owner and GC, location, start and planned finish date, current project
phase). Teams who miss the milestone will lose 5 points from the total report grade.
3. Complete data collection ( Interviews with project personnel). Due date: Nov 12
All students from each team are required to participate in the interviews with the project personnel.
Make sure that during you site visit you have all the required PPE (boots, vest, hardhats, eye
protection).
Deliverable: By the due date, each group must email the instructor information on data collection: the
date(s) of your field visits, the students who participated in the field visit, the project personnel you
interviewed, and their contact information. Teams who miss this milestone will lose 5 points from the
total report grade.

4. Prepare and submit report and ppt slides. Report due date: Dec 8.
 Late reports will not be accepted.
 Each team will submit a HIGH QUALITY report of 2,500 – 3,000 words (5-6 pages single space,
Times New Roman 11 or 12) NOT including attachments, photos, cover pages, etc.
 Each team will submit a printout of the ppt slides with 6 slides on each page.
5. Make class presentation. Dec 8
ALL teams must be ready to present on Dec 8.
Teams will make 5-6 minute class presentation.

REPORT ASSESSMENT CRITERIA AND RUBRIC

Your project grade will be evaluated based on the following criteria and weights:
1. Content: The report addressed all the guiding questions in a thoughtful manner, had
good observations, and identified all the important issues in sufficient depth and detail.
2. Appearance and organization: Professional appearance, contents well organized, table
of contents and page numbers, report sections well organized, easy to find the topics
discussed, attachments well organized. Project description with photos and maps as
needed, all figures and tables are captioned, add to the text, and are referenced in the
text.
3. Language: Clear writing, correct spelling and grammar
4. Presentation: All team members participated, presentation is well organized and to the
point, good visual aids, not reading the slides, looked at the audience.
Criterion Weight
Content 50%
Appearance & Organization 20%
Language 10%
Presentation 20%

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 Each criterion will be graded on a score 1-5 using the Report Assessment Rubric.

Report Assessment Rubric

Score Appearance & Organization Content Language Presentation

5 Professional appearance All are Well written All team members
Well organized sections. answered At most one or participated.
Find things easily. clearly and well two errors Professional presentation
Front matter (cover & table of contents) (Well organized and to the
is accurate. Issues are point, Good visual aidss, not
Project description with photos and discussed in a reading the slides
maps. thoughtful looked at the audience)
Back matter (appendices, attachments, manner
references) is relevant, referenced,
organized, and professionally
presented.
4 Mostly professional appearance All are Well written All team members
Well organized sections Find things answered participated.
easily. clearly and well Rare errors Mostly professional
Front matter is accurate. presentation
Project description with photos and (Mostly well organized & to
maps. the point, good visual aids,
Back matter is mostly relevant, not reading the slides
referenced, organized, and looked at the audience)
professionally presented.
3 Semi- professional appearance. Minimum to Writing is Most team members
Possible to find things. answer sometimes participated.
Front matter is mostly accurate. questions, unclear
Project description with photos and some subparts Semi- professional
maps. not addressed Few errors presentation:
Necessary supporting information is Length too (Mostly organized, decent
attached as back matter, not well short, figures visuals, not reading the slides
organized as filler. looked at the audience)
2 Somewhat sloppy appearance, different Most guiding Writing is Most team members
spacing,& font. questions not unclear participated.
Somewhat organized addressed.
Front matter somewhat inaccurate Many errors Somewhat sloppy prez.
Some necessary supporting information (somewhat organized, not
is attached as back matter , not well lear points, poor visuals,
organized reading the slides, not looking
at the audience)
1 Unprofessional appearance. Few addressed Poorly written Only 1 team member
Poorly organized, hard to find things presented.
Front matter is missing or inaccurate So many errors
No necessary supporting information is it is difficult to Poor presentation. (Not
attached as back matter. understand organized, not to the point,
Figures thrown in with no explanation or poor visuals, reading the
relevance. slides, not looking at the
audience)

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INDIVIDUAL GRADE ON GROUP PROJECT
Your individual grade from the group project depends on 2 things:
1- Your project grade described above.
2- Your individual contribution to the project. This will be calculated as follows:

The team members decide the individual contributions.

Each team member will distribute 100 points to the other team members, based on their
contribution to the team and the project. DO NOT GIVE ANY POINTS TO YOURSELF.
The evaluation of the team members should be based on the following performance indicators:
 Shares equally the workload of the team
 Participates in all site visits and information gathering
 Listens to and respects the other team members

AS PART OF THE PROJECT REPORT, EACH TEAM MEMBER NEEDS TO PROVIDE THEIR
POINT DISTRIBUTION. Use the Team Contribution Table (see example below) to summarize
the team members’ distribution. If a team member has not provided their distribution, leave their
line blank.
In the example below, student A had greater contribution to the project.

Example Team Contribution Table

Student A Student B Student C

Student A distributes 100 pts: X 50 50
Student B distributes 100 pts: 60 X 40
Student C distributes 100 pts: 65 35 X
Student’s total 125 110 * 85 90
* Upper limit is 110% of project grade.

The Individual grade is calculated

Your individual grade equals your contribution multiplied by the project grade. For example, if the
project grade is 90 (out of 100), the individual grade for the students in Table above, would be:
Student A: 110%x 90 = 99 (out of 100)
Student B: 85% x 90= 77
Student C: 90% x 90= 81

The maximum grade a student can receive is 110% of project grade.

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