Developing a Simulated Experience to Capture the Bidding Process in a Cost-Estimating Course

Veto Matthew Ray; Elizabeth Freije; Marvin Louis Johnson

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Conference: 2023 ASEE Annual Conference & Exposition
Location: Baltimore , Maryland
Publication Date: June 25, 2023
Start Date: June 25, 2023
End Date: June 28, 2023
Conference Session: Construction Engineering Division (CONST) Technical Session 1
Tagged Division: Construction Engineering Division (CONST)
Page Count: 11
DOI: 10.18260/1-2--44650
Permanent URL: https://peer.asee.org/44650
Download Count: 123

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Paper Authors

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Veto Matthew Ray Indiana University–Purdue University, Indianapolis

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Mr. Matt Ray is the Director of the Facilities Management Technology Program and lecturer for both the Facility Management and Construction Management Programs offered through the Purdue School of Engineering and Technology at Indiana University Purdue University Indianapolis. He has been with the school for the past 14 years. He is a graduate of the Purdue School of Engineering and Technology receiving degrees in Construction Technology, Architectural Technology, and a Master’s in Facility Management. His field experience includes residential and light commercial construction. He has been an architectural designer as well as superintendent for single and multi-family residential construction projects. Mr. Ray worked as an engineering design manager in the Building Components Manufacturing Industry for over fifteen years.

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Elizabeth Freije Indiana University–Purdue University, Indianapolis

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Elizabeth Freije is Program Director and Senior Lecturer in the Department of Engineering Technology at Purdue University, Indianapolis. She received her BS in Computer Engineering Technology with a minor in Mathematics. She received her Masters in Technology at Purdue University,

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Marvin Louis Johnson Indiana University–Purdue University, Indianapolis

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Abstract

Successful Construction Companies have mastered the bidding process earning jobs that keep their employees working while maintaining a reasonable profit. Like many skills, it takes a considerable amount of time and practice to become adept at compiling an effective bid. Assembling costs is just one element of the bidding process that in and of itself does not always reflect the many nuances associated with submitting a completed bid on time that meets all the requirements. The many types of construction project delivery methods and agreements only complicate an already complex system leaving many construction educators at a loss as to how to reproduce this competitive environment in a classroom setting. It speaks volumes, the large number of textbooks available to support quantity take-off procedures while costing principles and the bidding process are limited to data pools or a few high-level chapters of the text. It can be overwhelming trying to demonstrate every possible scenario that students may experience in the field, but that could be said of many topics in a construction program’s curriculum, preparing students to head into one of many diverse areas within the construction industry. To prepare students to enter the workforce a simulated experience has been adopted as a culminating project in a cost estimating course. Throughout the course, individual elements are built upon to mirror expectations and prepare students for a 5-week simulation that includes the invitation to bid to the final bid submittal. A traditional design-bid-build project with a lump sum agreement was selected to provide some uniformity to the project. During the simulation, student teams are required to complete the bid process composed of the following required elements: • Bonding requirements • Prepare quantity takeoffs and cost estimates • Review subcontractor/vendor quotes utilizing bid leveling • Consider DBE requirements • Communicate with the Owner/Architect using RFI’s • Addenda • Schedule of Values Not all elements are provided in the bid package at once. Subcontractor quotes and addenda are released throughout the simulated experience. The purpose of this report is to document the implementation and delivery of the simulated experience along with assessment data and impact on outcomes. Direct assessment data includes deliverables for the project. Students also complete a course survey specific to the final project as an indirect form of assessment. In addition to the immediate course assessment, direct and indirect assessment data is also obtained when students complete their capstone project in their senior year. The outcomes include students having higher levels of achievement, a stronger understanding of course material, increased student-to-student interactions, and a stronger understanding of the bidding process.

Citation
Format

Ray, V. M., & Freije, E., & Johnson, M. L. (2023, June), Developing a Simulated Experience to Capture the Bidding Process in a Cost-Estimating Course Paper presented at 2023 ASEE Annual Conference & Exposition, Baltimore , Maryland. 10.18260/1-2--44650

TY  - CPAPER
AB  - Successful Construction Companies have mastered the bidding process earning jobs that keep their employees working while maintaining a reasonable profit. Like many skills, it takes a considerable amount of time and practice to become adept at compiling an effective bid. Assembling costs is just one element of the bidding process that in and of itself does not always reflect the many nuances associated with submitting a completed bid on time that meets all the requirements.  The many types of construction project delivery methods and agreements only complicate an already complex system leaving many construction educators at a loss as to how to reproduce this competitive environment in a classroom setting. It speaks volumes, the large number of textbooks available to support quantity take-off procedures while costing principles and the bidding process are limited to data pools or a few high-level chapters of the text. It can be overwhelming trying to demonstrate every possible scenario that students may experience in the field, but that could be said of many topics in a construction program’s curriculum, preparing students to head into one of many diverse areas within the construction industry. To prepare students to enter the workforce a simulated experience has been adopted as a culminating project in a cost estimating course.  Throughout the course, individual elements are built upon to mirror expectations and prepare students for a 5-week simulation that includes the invitation to bid to the final bid submittal. A traditional design-bid-build project with a lump sum agreement was selected to provide some uniformity to the project. During the simulation, student teams are required to complete the bid process composed of the following required elements:
•	Bonding requirements
•	Prepare quantity takeoffs and cost estimates
•	Review subcontractor/vendor quotes utilizing bid leveling
•	Consider DBE requirements
•	Communicate with the Owner/Architect using RFI’s
•	Addenda
•	Schedule of Values
Not all elements are provided in the bid package at once.  Subcontractor quotes and addenda are released throughout the simulated experience. The purpose of this report is to document the implementation and delivery of the simulated experience along with assessment data and impact on outcomes.  Direct assessment data includes deliverables for the project.  Students also complete a course survey specific to the final project as an indirect form of assessment. In addition to the immediate course assessment, direct and indirect assessment data is also obtained when students complete their capstone project in their senior year. The outcomes include students having higher levels of achievement, a stronger understanding of course material, increased student-to-student interactions, and a stronger understanding of the bidding process.

AU  - Veto Matthew Ray
AU  - Elizabeth Freije
AU  - Marvin Louis Johnson
CY  - Baltimore , Maryland
DA  - 2023/06/25
PB  - ASEE Conferences
TI  - Developing a Simulated Experience to Capture the Bidding Process in a Cost-Estimating Course
UR  - https://peer.asee.org/44650
DO  - 10.18260/1-2--44650
ER  -