Conference Session

Capstone and Online Courses in Construction Education

Collection

2014 ASEE Annual Conference & Exposition

Authors

Cameron J. Turner P.E., Colorado School of Mines; Susan Michelle Reynolds P.E., Colorado School of Mines

Tagged Divisions

Construction

individual students and the needs of the project. Improving this balanceis a major focus of the program going forward.6.0 Conclusions and Future WorkThe nature of a multidisciplinary capstone course is significantly different than a capstone courselimited to one discipline. Such a multidisciplinary course can provide meaningfulinterdisciplinary experiences for students and faculty, cross-pollination of design methodsbetween sectors, and can robustly demonstrate compliance with ABET outcome D, “An abilityto function on multidisciplinary teams.”Such a course also imposes significant challenges. This section contains a discussion of twoongoing initiatives to improve the course: the need to match suitable students and faculty to eachproject, and the

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

Capstone and Online Courses in Construction Education

Collection

2014 ASEE Annual Conference & Exposition

Authors

Carol L. Considine, Old Dominion University; Michael W. Seek, Old Dominion University; Jon Lester, Old Dominion University

Tagged Divisions

Construction

students. He has served as the Civil-Site design option evaluator for Senior Design projects each semester as part of his normal teaching responsibilities. Dr. Lester has developed new courses in Civil Engineering Technology to better distribute the student load in Fluid Mechanics and the accompanying laboratory. Dr. Lester has also taught the Professional Engineering preparation courses through the ODU Business Gateway. Dr. Lester has embarked upon the initial asynchronous modality course development and was instrumental in promoting the program forward with this initiative with the Center for Learning and Teaching. He has developed an asynchronous course for Fundamentals of Building Construction and will develop

Conference Session

Capstone and Online Courses in Construction Education

Collection

2014 ASEE Annual Conference & Exposition

Authors

John Mallen, Iowa State University; Charles T. Jahren P.E., Iowa State University; Natalya A. Koehler, Franklin University, OH; Aliye Karabulut Ilgu, Iowa State University

Tagged Divisions

Construction

construction project engineer for a construction contractor and as a research engineer for the Naval Civil Engineering Laboratory in Port Hueneme California. His teaching interests include construction equipment, cost estimating and construction process design. His research interests include highway and heavy construction methods, road maintenance methods and innovations in construction process administration.Dr. Natalya A. Koehler Koehler, Franklin University, OH Instructional Design Faculty Franklin University, OHDr. Aliye Karabulut Ilgu, Iowa State University Page 24.1400.1 c

Conference Session

Industry Collaboration in Construction Education

Collection

2014 ASEE Annual Conference & Exposition

Authors

Marcel Maghiar, Georgia Southern University

Tagged Divisions

Construction

Page 24.740.2and collaboration ability that are crucial in our economy. Practical approach preferred byindustry and the more hands-on experience working collaboratively with others (includingindustry individuals) will benefit students in understanding project scheduling. Through theindustry project-based educational model, students spend their time learning material fromexperiential case studies brought to the class in small-size groups. After collecting and analyzingquantitative and qualitative data about real projects selected in the University’s region, they arepreparing the findings to be exposed in class through presentations and small hands-on demos.These accumulate into a capstone project with all knowledge gained for deeper

Conference Session

Construction Safety and Risk Management

Collection

2014 ASEE Annual Conference & Exposition

Authors

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

Tagged Divisions

Construction

on the Monte Carlo simulation. Because of the difficulty of teaching andimplementing the Monte Carlo simulation, probabilistic risk analysis has not been widely used inthe industry, although it is more desirable. This paper developed an interactive probabilistic riskanalysis tool called RISK (Real-time Interactive Simulation Kit) that makes the Monte Carlosimulation of project risks unprecedentedly easy. RISK was tested in a capstone class at theUniversity of Texas at San Antonio Result showed that RISK is an effective tool in teaching riskanalysis for construction engineering and management. It is also expected to improve theutilization of the probabilistic risk analysis in the industry by providing graduates with

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

.” Journal of College Science Teaching, v. 36, no. 5, p. 14-20.13. Finger, S., Gelman, D., Fay, A., Szcerban, M. (2006). “Assessing Collaborative Learning in Engineering Design,” International Journal of Engineering Education, v. 22, No. 3, Pg 636-644.14. Marin, J.A., J. E. Armstrong, Jr., and J.L. Kays, (1999) “Elements of an Optimal Capstone Design Experience,” Journal of Engineering Education, p. 19-22.15. Brackin, P. and Gibson, J.D., (2004) “Service Learning in Capstone Design Projects: Emphasizing Reflection,” ASEE Annual Conference Proceedings, Salt Lake City, UT. Page 24.428.11

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 1 – Course assessment form 8- Establishing a progress baseline for 5- Perform a delay claim analysis to project control (3 weeks) determine project parties' liabilities for CMGT 431 9- Computer applications in developing delay. Capstone: Commercial and Residential

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

success of the classtransformation, there has been indication of utilizing the industry projects to create a template forothers to use in their classes. More research is being conducted to create a structure for otheracademic institutions to use this methodology. IntroductionThe Construction Contracts Administration (CCA) class is a capstone class in constructionmanagement programs approved by the American Council of Construction Education (ACCE)accreditation. Construction contracts are the mechanism whereby construction contractors,owners who buy construction services, and suppliers of materials interface. The lack ofunderstanding a construction contract can be detrimental in the field, so this class is

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

been observedin the UK in the last 20 years23.The authors also believe that it is crucial to introduce the DfCS principles to seniorundergraduate students. The difference between traditional design approach that targets end-usersafety and DfCS that addresses safety of workers during construction and maintenance stagesshould be clearly outlined and explained to students. Nonetheless, DfCS could be incorporated inmost of the currently offered traditional design courses. Enhancement of DfCS could also beachieved by making it a requirement in capstone courses (graduation projects), where studentsdemonstrate how the concept is applied during their project design stage.Conclusions and RecommendationsThe current study assessed the extent to which

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

career in engineering working with companies such as General Motors, Ford Motor Company and Microsoft, she pursued a Master’s degree in Education from Michigan State University. Later, Araceli completed a PhD in Engineering Education from Tufts University. She is also experienced in education policy and prior to joining the Professoriate, she was Director of Educator Preparation - focusing on STEM education projects at the Texas Higher Education Coordinating Board. In 2013, she was named Director of the Texas State University LBJ Institute for STEM Education and Re- search. Her research interests include studying the role of engineering as a curricular context and problem- based learning as an instructional