Bridging Theory and Practice: Exploring Real-World Problem Solving for Construction Engineering Seniors

Carmen Paz Munoz; Monica Quezada-Espinoza

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Conference: 2024 ASEE Annual Conference & Exposition
Location: Portland, Oregon
Publication Date: June 23, 2024
Start Date: June 23, 2024
End Date: July 12, 2024
Conference Session: Artificial Intelligence (AI) and Case Studies in Construction Education
Tagged Division: Construction Engineering Division (CONST)
Tagged Topic: Diversity
Permanent URL: https://strategy.asee.org/48420

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Paper Authors

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Carmen Paz Munoz Universidad Andres Bello, Chile

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Carmen Paz has a degree in Civil Construction from the Universidad Técnica Federico Santa María and a master’s degree in Real Estate Development from the Universidad de Chile. She has over 22 years of experience in the areas of concrete construction, the cement industry, ready-mixed concrete, construction process consultancy, and concrete deterioration and durability. In addition, she has more than 16 years of experience in university and field-based teaching. She is the Director of the Construction Engineering program at the Universidad Andrés Bello in Santiago, Chile, and a permanent contributing columnist for the Negocio & Construcción magazine. Her areas of interest include improving academic management in the Construction Engineering degree program and seeking new ways to enhance the experience of students and teaching professionals at the university. She also focuses her efforts on recruiting and retaining students to the program and ensuring they can learn key concepts in the most meaningful manner possible.

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Monica Quezada-Espinoza Universidad Andres Bello, Chile orcid.org/0000-0002-0383-0179

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Monica Quezada-Espinoza is a professor and researcher at the School of Engineering at the Universidad Andres Bello in Santiago, Chile, where currently collaborates with the Educational and Academic Innovation Unit, UNIDA (for its acronym in Spanish), as an instructor in active learning methodologies. Her research interest topics involve university education in STEM areas, faculty and continuing professional development, research-based methodologies, community engagement projects, evaluation tools and technology, and gender issues in STEM education. https://orcid.org/0000- 0002-0383-0179

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Abstract

Many researchers emphasize the importance of integrating real-world problem analysis into science-related subjects through case study approaches. Such approaches draw students nearer to real-world issues, fostering the cultivation of sophisticated thinking. Consequently, this promotes reflection, integration, and application of prior knowledge and the developing of self-management learning skills. By 2016, the university's construction engineering program had a 10% graduation rate. By the first semester of 2017, case studies on tackling real-world problems were introduced into the thesis projects, leading to a 25.9% completion rate by 2022. These improvements in various performance metrics allow us to foresee the methodology's impact. This research aims to evaluate the impact of the case study methodology on the education of Construction Engineering students. It examines current students, alumni, and instructors' viewpoints while suggesting enhancements to the comprehensive curriculum. Preserving the educational advantages this method offers is crucial, and it is essential to assess the perceptions of students and graduates regarding the course and the implemented case study strategy for integrating previously approved core subjects. This research follows a non-experimental mixed-methods approach, utilizing surveys and interviews as primary data collection tools. The study involves three distinct participant groups—students, alumni, and instructors—conveniently selected and associated with the course responsible for developing the final degree projects. These projects involve the collaborative analysis of real cases within groups of three students. To reinforce the interview findings, the study also incorporates the reporting of learning outcomes and evaluations, which are assessed using rubrics specifically designed for the course. Graduates are anticipated to share insights on the practicality of the methodology employed in their degree program and its influence on their professional endeavors. Likewise, currently enrolled students working on their degree projects by addressing real-world issues are expected to evaluate the efficacy of integrating their prior knowledge acquired throughout their educational journey. In addition, course instructors should identify potential challenges and weaknesses in the process. This collaborative effort aims to validate and enhance the case study methodology in the degree program, thereby contributing to the assessment of the program's declared learning outcomes. This collaborative effort aims to validate and enhance the case study methodology in the degree program, thereby contributing to the assessment of the program's declared learning outcomes.

Citation
Format

Munoz, C. P., & Quezada-Espinoza, M. (2024, June), Bridging Theory and Practice: Exploring Real-World Problem Solving for Construction Engineering Seniors Paper presented at 2024 ASEE Annual Conference & Exposition, Portland, Oregon. https://strategy.asee.org/48420

TY - CPAPER
AB - Many researchers emphasize the importance of integrating real-world problem analysis into science-related subjects through case study approaches. Such approaches draw students nearer to real-world issues, fostering the cultivation of sophisticated thinking. Consequently, this promotes reflection, integration, and application of prior knowledge and the developing of self-management learning skills. By 2016, the university&#39;s construction engineering program had a 10% graduation rate. By the first semester of 2017, case studies on tackling real-world problems were introduced into the thesis projects, leading to a 25.9% completion rate by 2022. These improvements in various performance metrics allow us to foresee the methodology&#39;s impact. This research aims to evaluate the impact of the case study methodology on the education of Construction Engineering students. It examines current students, alumni, and instructors&#39; viewpoints while suggesting enhancements to the comprehensive curriculum. Preserving the educational advantages this method offers is crucial, and it is essential to assess the perceptions of students and graduates regarding the course and the implemented case study strategy for integrating previously approved core subjects. This research follows a non-experimental mixed-methods approach, utilizing surveys and interviews as primary data collection tools. The study involves three distinct participant groups—students, alumni, and instructors—conveniently selected and associated with the course responsible for developing the final degree projects. These projects involve the collaborative analysis of real cases within groups of three students. To reinforce the interview findings, the study also incorporates the reporting of learning outcomes and evaluations, which are assessed using rubrics specifically designed for the course. Graduates are anticipated to share insights on the practicality of the methodology employed in their degree program and its influence on their professional endeavors. Likewise, currently enrolled students working on their degree projects by addressing real-world issues are expected to evaluate the efficacy of integrating their prior knowledge acquired throughout their educational journey. In addition, course instructors should identify potential challenges and weaknesses in the process. This collaborative effort aims to validate and enhance the case study methodology in the degree program, thereby contributing to the assessment of the program&#39;s declared learning outcomes. This collaborative effort aims to validate and enhance the case study methodology in the degree program, thereby contributing to the assessment of the program&#39;s declared learning outcomes.

AU - Carmen Paz Munoz
AU - Monica Quezada-Espinoza
CY - Portland, Oregon
DA - 2024/06/23
PB - ASEE Conferences
TI - Bridging Theory and Practice: Exploring Real-World Problem Solving for Construction Engineering Seniors
UR - https://strategy.asee.org/48420
ER -