Conference Session

Construction Classroom Development

Collection

2010 Annual Conference & Exposition

Authors

Whitney Lutey, Montana State University; Penny Knoll, Montana State University

Tagged Divisions

Construction

Constructors (AIC) Exam results and in-class assessment.3. Student attitudes towards safety and their belief that safety is common sense, intuitive knowledge.In addition, the paper offers a brief overview of our current approach to teaching constructionsafety, our plans for course improvement, and recommendations for safety education for similarprograms.This paper follows a similar thread to Peterson1 on student knowledge of and attitude towardsafety. Specifically, we wanted to investigate the safety culture of outgoing graduates of theprogram, reflecting the goal of the National Occupational Research Agenda’s NationalConstruction Agenda: research goal 8.1.2: Evaluate how safety and health cultures influence keyconstruction industry subgroups. In

Conference Session

BIM and Other New Construction Practices

Collection

2010 Annual Conference & Exposition

Authors

John Hildreth, University of North Carolina, Charlotte; Bruce Gehrig, University of North Carolina, Charlotte

Tagged Divisions

Construction

Civil Engineers (ASCE) developed a BOK related to civilengineering and defined it as “the necessary depth and breadth of knowledge, skills, and attitudesrequired of an individual entering the practice of civil engineering in the 21st century”. 7 TheEnvironmental Engineering BOK8 authored by the American Academy of EnvironmentalEngineers (AAEE) is described as “the knowledge and core competencies integral to theunderstanding and practice of environmental engineering”. Other engineering focused BOKscan be described in a similar manner.As a result of engineering BOKs developed to reflect necessary knowledge and abilities,engineering educators have looked to the BOKs when developing and defining curricula. TheComputer Engineering BOK9 authored by

Conference Session

Construction Classroom Development

Collection

2010 Annual Conference & Exposition

Authors

Namhun Lee, East Carolina University; Eddy Rojas, University of Washington

Tagged Divisions

Construction

. Page 15.740.4Learning through games and simulations itself emphasizes the learning process.Games and simulations offer interesting and engaging learning processes wherestudents can actively participate, interact with others, and use their experience asthe context. Thereby, students are able to critically reflect about the content.Games and simulations facilitate students’ reflection on those experiences toempower them into altering their current perspectives.In addition, through well-designed and developed games and simulations,supported by innovative technologies, students can inexpensively practicedecision-making as well as problem solving in real-like contexts while having fun.The use of games and simulations may create immersive and highly

Conference Session

Construction Engineering Poster Session

Collection

2010 Annual Conference & Exposition

Authors

Enno Koehn, Lamar University; Nishant Shah, Lamar University; John Koehn, Chadron State College

Tagged Divisions

Construction

. Page 15.1061.8Fig.8 ContrastGarden Page 15.1061.9Fig.9 Contrast GardenFig10 Contrast Garden Page 15.1061.10Fig. 11 GateHere visitors can experience four additional sculpture garden rooms designed by Canadian artistLinda Covit, whose work examines the connection of art and nature by thematicallyincorporating graphic figures reflected in plant forms Spiral, Branching, Circle, and Stripe. TheMagnolia Terrace then brings visitors back to the point where the alternate experience of the sitecan happen.Conceived as an educational experience for all ages, the Nature Center includes the "Here WeGrow" children's area (Fig. 12, 13 & 14) built around a third Stark greenhouse. Dotted withcobalt bottle trees an

Conference Session

Construction Classroom Development

Collection

2010 Annual Conference & Exposition

Authors

Dennis Audo, Pittsburg State University; Seth O'Brien, Pittsburg State University

Tagged Divisions

Construction

discussed to make the students aware of how to manage their time so thatthey can be productive. Measuring floor joists After the subfloor is completely attached, the students are assigned to four groups. Each groupconsists of five or six students. Groups are assigned a portion of the house based on four colors:red, green, yellow and blue. All the building members of the house are painted with one of fourcolors to reflect which team installs which piece of the house. The boss then reminds each groupabout how to handle the preframed walls in a safe and orderly manner, telling them never to walkbackward when carrying wall sections. The individual groups lift and secure the walls into placeone at a time until the

Conference Session

BIM and Other New Construction Practices

Collection

2010 Annual Conference & Exposition

Authors

Althea Arnold, University of North Texas

Tagged Divisions

Construction

first year has lead tocontinued interest from the construction community to be part of this program.IntroductionCapstone design courses are recognized as an important part of the Engineering curriculum.1 TheUniversity of North Texas Construction Engineering Technology program is a new program thathas recently graduated its first undergraduate class. Due to the small class size and newness ofthe program, it was necessary to determine an effective and economical way of meeting thestudents various needs in a capstone course. Larger universities divide their capstone classes intosections reflecting the student specialties, i.e. residential, commercial and heavy highwayconstruction. With the first graduating class at 16 students and the second to be

Conference Session

Sustainable Construction Practice

Collection

2010 Annual Conference & Exposition

Authors

Phil Lewis, North Carolina State University; Michael Leming, North Carolina State University

Tagged Divisions

Construction

(NC State) are required to take CE 469 Construction Engineering Project (CE469). There are two primary learning outcomes for this course, which may be summarized: 1. Demonstrate an understanding of construction engineering and management principles and the ability to solve a broad set of engineering problems in construction; and 2. As a member of a team, apply the principles of professional communication to present the results of that design to a committee formed of the instructor and knowledgeable industry representatives.The pedagogical methods for this course include an active learning and hands-on approach thatrequires the students to work with industry representatives in a way that reflects actualconstruction