Conference Session

Assessment in Construction Education

Collection

2014 ASEE Annual Conference & Exposition

Authors

Ihab Mohammad Hamdi Saad P.E., Northern Kentucky University

Tagged Divisions

Construction

Figure 4 – Sample Class DeliverablesConclusionCurriculum mapping can be a worthwhile exercise uniting the faculty and informing eachinstructor on the other elements of the curriculum he or she is not directly involved with. Withthe rapidly progressing state of the construction industry and the incorporation of new methods,techniques, materials, and approaches to managing the construction project, such an exercisebecome necessary on a regular basis (no more than 5-year intervals) to ensure that the program isup-to-date and is meeting the learning objectives for students and expectations of the industry.Faculty involvement and buy-in are integral factors for the success of the implementation of themapping process. Individual faculty preferences

Conference Session

Pedagogical Approaches in Construction Education

Collection

2014 ASEE Annual Conference & Exposition

Authors

Thomas Nicholas II, University of North Carolina, Charlotte; Don Chen, University of North Carolina, Charlotte

Tagged Divisions

Construction

the due date. This negates theintention of cross team communication and the group approach to solving problems.Regrettably, this model of team assignments where students work independently without theintended cross team communication is prevalent in STEM disciplines on many campusesnationwide. In an effort to overcome these collaborative learning shortcomings and engage thenew STEM student, the authors propose the development of the Multicourse UndergraduateLearning Community (MULC).The Multicourse Undergraduate Learning Community (MULC) process demands studentengagement in a vertically integrated project scheme where student teams in multiple courses inthe curriculum are interacting and utilizing others’ work products during the term. Teams

Conference Session

Pedagogical Approaches in Construction Education

Collection

2014 ASEE Annual Conference & Exposition

Authors

Jiong Hu, Texas State University, San Marcos; Araceli Martinez Ortiz, Texas State University, San Marcos; Vedaraman Sriraman, Texas State University, San Marcos

Tagged Divisions

Construction

thatteaching content in anatomy, psychology, and pharmacology in a separate teacher drivenclassroom did little to improve the practical application or diagnosis skills required bymedical doctors [16]. Accordingly, Savery [16] defines “PBL as an instructional learner-centered approach that empowers learners to conduct research, integrate theory and practice,and apply knowledge and skills to develop a viable solution to a defined problem. Critical tothe success of the approach is the selection of ill-structured problems (often interdisciplinary)and a tutor who guides the learning process and conducts a through debriefing at theconclusion of the learning experience”.Evolution of the courseAt Texas State University, a course in Concrete Problems

Conference Session

Construction Safety and Risk Management

Collection

2014 ASEE Annual Conference & Exposition

Authors

Essam K. Zaneldin P.E., United Arab Emirates University; Amr M.I. Sweedan, United Arab Emirates University; Munjed A. Maraqa, United Arab Emirates University

Tagged Divisions

Construction

construction safety existed in only about 50% of the surveyed construction managementprograms. The common elements of the lower division safety courses included introduction tothe Occupational Safety and Health Act, Occupational Safety and Health Administration(OSHA) Standards, administration in the field, craft education requirements, filing forms andaccidents reports, keeping hazardous materials information, and preparing for OSHA Page 24.589.3inspections. The authors concluded that a plan for formal education in construction safety can beeither a stand-alone course or integrated into all elements of the curriculum by covering thematerial in several

Conference Session

Industry Collaboration in Construction Education

Collection

2014 ASEE Annual Conference & Exposition

Authors

Lisa M. Holliday, University of Oklahoma; Matthew Reyes, University of Oklahoma; Kenneth F. Robson, University of Oklahoma

Tagged Divisions

Construction

for quite some time. The Construction Scienceprogram wanted to reinforce these skills among students by inserting BIM assignmentsthroughout the curriculum but this requires more faculty members to become familiar with BIMsoftware. For example, Revit is a program that is taught early in the coursework and then leftdormant until the senior year. OU wanted to ensure students keep using BIM programs Page 24.596.4throughout their studies by introducing it into the structures sequence. The Faculty InternshipProgram was an opportunity to gain construction experience and computer training in RevitStructure situated in the context of a construction

Conference Session

Assessment in Construction Education

Collection

2014 ASEE Annual Conference & Exposition

Authors

Rui Liu, The University of Texas at San Antonio; Yilmaz Hatipkarasulu, University of Texas at San Antonio

Tagged Divisions

Construction

. Page 24.1311.92. Hyatt, B. A. (2011). "A Case Study in Integrating Lean, Green, BIM into an Undergraduate Construction Management Scheduling Course." Proceedings of the 2011 Annual Conference of the American Society Engineering Education, Vancouver, Canada, June 2011.3. Becerik-Gerber, B., Gerber, D. J., and Ku, K. (2011). "The pace of technological innovation in architecture, engineering, and construction education: integrating recent trends into the curricula." Electronic Journal of Information Technology in Construction, 16, 412-431.4. Frand, J.L. (2000). “The information-age mindset: Changes in students and implications for higher education.” EDUCAUSE Review, Vol. 35(5) September/October 2000 Issue, EDUCAUSE

Conference Session

Assessment in Construction Education

Collection

2014 ASEE Annual Conference & Exposition

Authors

Claire L. A. Dancz, Arizona State University; Kristen Parrish, Arizona State University; Melissa M. Bilec, University of Pittsburgh; Amy E. Landis, Arizona State University

Tagged Divisions

Construction

Paper ID #10139Assessing Comprehension With Student-Developed Construction GamesMs. Claire Louise Antaya, Arizona State UniversityProf. Kristen Parrish, Arizona State University Kristen Parrish is an Assistant Professor in the School of Sustainable Engineering and the Built Environ- ment at Arizona State University (ASU). Kristen’s work focuses on integrating energy efficiency measures into building design, construction, and operations processes. Specifically, she is interested in novel design processes that financially and technically facilitate energy-efficient buildings. Her work also explores how principles of lean

Conference Session

Assessment in Construction Education

Collection

2014 ASEE Annual Conference & Exposition

Authors

Jonathan Weston Elliott, Colorado State University; Carla Lopez Del Puerto, Colorado State University

Tagged Divisions

Construction

Paper ID #9531Self-Efficacy, Motivation, and Locus of Control, Among Male and FemaleConstruction Management StudentsDr. Jonathan Weston Elliott, Colorado State University Jon Elliott is an Assistant Professor in the Department of Construction Management at Colorado State University. He has Ph.D. in Education and Human Resource Studies and an M.S. in Construction Man- agement from Colorado State University, as well as a B.S. degree in Construction Management from Pennsylvania College of Technology. His research focuses on construction education and training oppor- tunities, emphasizing construction-based workforce

Conference Session

Capstone and Online Courses in Construction Education

Collection

2014 ASEE Annual Conference & Exposition

Authors

James W. Jones, Ball State University; Mike Mezo, Ball State University

Tagged Divisions

Construction

study for other construction engineering andmanagement programs considering enhancing or revising their own capstone courses.Capstone course overviewA well-designed construction engineering and management curriculum should build upon itselfin an interconnected and integrated process2. The capstone course in a construction program iswhere a student‟s prior coursework is wrapped up in a single, comprehensive course3. Theauthors‟ intent when creating this course was to provide as much of a realistic, team-basedsimulation of managing the construction process as was possible within a college classroomenvironment.To that end, a common project of approximately $1-7 million is used by all students, who worktogether on teams of 3-5 members each. While

Conference Session

Construction Materials and Technologies

Collection

2014 ASEE Annual Conference & Exposition

Authors

Rui Liu, The University of Texas at San Antonio; Yilmaz Hatipkarasulu, University of Texas at San Antonio

Tagged Divisions

Construction

: Industry requirements, state of the art, and gap analysis." Journal of Construction Engineering and Management, 139(11). 2. Sabongi, F. J. (2009). "The Integration of BIM in the Undergraduate Curriculum: an analysis of undergraduate courses." Proc., 45th Annual Conference of ASC, Gainsville, FL. 3. Becerik-Gerber, B., Gerber, D. J., and Ku, K. (2011). "The pace of technological innovation in architecture, engineering, and construction education: integrating recent trends into the curricula." Electronic Journal of Information Technology in Construction, 16, 412-431. 4. Wu, W., and Issa, R. R. (2013). "BIM Education and Recruiting: Survey-Based Comparative Analysis of Issues, Perceptions, and

Conference Session

Construction Contracts, Law and Ethics

Collection

2014 ASEE Annual Conference & Exposition

Authors

John David Cioara, Arizona State University; Dean Takeo Kashiwagi, Arizona State University; Sylvia Romero, Arizona State University; Kenneth Timothy Sullivan, Arizona State University

Tagged Divisions

Construction

Page 24.1248.2 mechanism to enhance a project.5. CCA senior level class was not motivating the students to fully utilize the associate faculty as industry legal experts.6. Senior students were not able to articulate construction contract issues and their solutions with the traditional lecture approach of the class.The class structure was not stimulating the students in an actionable way or preparing them forthe construction industry as project managers, contractor representatives, and owners. Thestudents needed a thirty thousand foot view of construction contracts, and needed to understandhow the construction contract administration concepts integrate with the other constructionmanagement skills. The students also needed a mechanism to