Rokooei, S. (2018, June), Student Perception as a Planning Input in a Project-Based Construction Program  Paper presented at 2018 ASEE Annual Conference & Exposition , Salt Lake City, Utah. 10.18260/1-2--31009

\bibitem{asee_peer_31009}
  Rokooei, S. (2018, June), \emph{Student Perception as a Planning Input in a Project-Based Construction Program}
  Paper presented at 2018 ASEE Annual Conference \& Exposition , Salt Lake City, Utah.
  10.18260/1-2--31009

Saeed Rokooei.  "Student Perception as a Planning Input in a Project-Based Construction Program".  2018 ASEE Annual Conference & Exposition , Salt Lake City, Utah, 2018, June.  ASEE Conferences, 2018.  https://peer.asee.org/31009 Internet.  24 Apr, 2024

\bibitem{asee_peer_31009}
  Saeed Rokooei.
  "Student Perception as a Planning Input in a Project-Based Construction Program".
  \emph{2018 ASEE Annual Conference \& Exposition , Salt Lake City, Utah, 2018, June}.
  ASEE Conferences, 2018.
  https://peer.asee.org/31009 Internet.  24 Apr, 2024

@INPROCEEDINGS{asee_peer_31009
author = "Saeed Rokooei"
title = "Student Perception as a Planning Input in a Project-Based Construction Program"
booktitle = "2018 ASEE Annual Conference \& Exposition "
year = "2018"
month = "June"
address = "Salt Lake City, Utah"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/31009}
number = {10.18260/1-2--31009}
}

TY  - CPAPER
AB  - This paper addresses the results of the first stage of a study that explores different factors impacting students’ perception in a construction program that presents content through an innovative curricular model—studio-based learning. While there are disciplines outside of those that traditionally embrace studio-based learning such as architecture, art, and design, the application of this method to construction is limited. The similarity of learning objectives such as critical thinking, problem-solving, and collaboration across disciplines to produce buildings provide a strong foundation for applying studio-based learning to construction. While many aspects of architecture studios can be translated and implemented into the construction curriculum, neglecting inherent features of construction education endangers the potential to maximize the potential of this innovative curricular model to achieve effective construction learning. In this environment, student perception and feedback can be utilized as a valuable input to regulate the learning system and increase its effectiveness. This paper summarizes quantitative research that was conducted in fall 2017 to investigate how different aspects of studio impact students’ perception. This paper explores how students perceive the time structure and layout of the studio space. The results indicate that students perceive various aspects of studio positively, however, their perceptions toward some factors may vary by academic class level. These results are significant because they indicate that students perceive different layouts of studio differently. Modifying the planning and organization of studios ensure that the learning methods and environment support the objectives for the program. 
AU  - Saeed Rokooei
CY  - Salt Lake City, Utah
DA  - 2018/06/23
PB  - ASEE Conferences
TI  - Student Perception as a Planning Input in a Project-Based Construction Program
UR  - https://peer.asee.org/31009
DO  - 10.18260/1-2--31009
ER  -