Conference Session

Pedagogical Approaches in Construction Education

Collection

2014 ASEE Annual Conference & Exposition

Authors

Kristen Caroline Hurtado, Arizona State University; Kenneth Timothy Sullivan, Arizona State University

Tagged Divisions

Construction

areas of her research lie in: instructional design, online learning, measurement, professional education, higher education, the built environment, and facilities management. She is also interested in: instructional technology, learning analytics, connected learning, and project-based learning.Prof. Kenneth Timothy Sullivan, Arizona State University Page 24.93.1 c American Society for Engineering Education, 2014 A Proposed Dynamic Model for Professional Education in Construction Project Planning Kristen C. Hurtado and Kenneth T

Conference Session

Industry Collaboration in Construction Education

Collection

2014 ASEE Annual Conference & Exposition

Authors

Marcel Maghiar, Georgia Southern University

Tagged Divisions

Construction

Paper ID #10199Industry-based learning experiences in Project Planning and SchedulingDr. Marcel Maghiar, Georgia Southern University Marcel Maghiar, Ph.D., Assistant Professor at Georgia Southern University teaches Construction Man- agement courses at junior and senior level in the Civil Engineering and Construction Management de- partment. His research experience includes development of computer syntaxes to unequivocally describe construction activities and development of a consistent methodology to explicitly classify and quantify construction methods (emerging taxonomy of construction methods). Marcel’s main expertise

Conference Session

Industry Collaboration in Construction Education

Collection

2014 ASEE Annual Conference & Exposition

Authors

Rogelio Palomera-Arias Ph. D., University of Texas at San Antonio; Craig D. Capano, Everglades University

Tagged Divisions

Construction

collaborative team member on the internship team. Plan the intern experience and assess performance. Suggest ways for strengthening intern’s competencies. Clearly communicate their expectations. Orient intern to work place, staff, and organization. Regularly confer with the intern. Provide ongoing documentation on intern’s demonstration of essential competencies.University supervisors are expected to: Review intern’s work. Review and complete intern plan. Develop timelines for intern activities. Maintain intern’s profile. Provide feedback and record outcomes in evaluation/tenure documents.The application package for the “AGC Education & Research Foundation Professional FacultyInternship Program”1 was developed with the intent to fit as

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

not always beclearly understood. A Study conducted at the University of Connecticut (2000) by Huba and Freedconcluded that developing a plan for designing and delivering learning outcomes flows from the topdown, i.e. from the overall institution outcomes, to the academic program outcomes, to the courseoutcomes, to the unit (within the course) outcome and concluding with the lesson outcome, whereasstudents experience the system in reverse, i.e. from the bottom up. It has been advocated as a method ofaligning the written and taught curriculum since the early 1970s. More recent advances in technologyhave expanded the use of curriculum mapping as a tool for improving communication among instructorsabout the content, skills, and assessments that

Conference Session

Industry Collaboration in Construction Education

Collection

2014 ASEE Annual Conference & Exposition

Authors

Dan Koo, Indiana University Purdue University, Indianapolis; J. William White AIA, Indiana University Purdue University, Indianapolis; Veto Matthew Ray, Indiana University Purdue University, Indianapolis

Tagged Divisions

Construction

study andresearch work, it is very important to select only committed and highly qualified students to forma student team. To assist in identifying these students, a pre-qualification process was developed.The student pre-qualification process begins with a job announcement. The student recruitmentprocess is similar to an actual hiring process in which a prospective student must submit aresume. A team director then reviews the resume and conducts interviews for a selection. Figure3 demonstrates the NPR process and work flow diagram. A senior graduate student leads otherstudents and plans for the reviewing process with the students. Figure 3. NPR Process Framework and Work Flow DiagramAll students in the team are expected to

Conference Session

Construction Materials and Technologies

Collection

2014 ASEE Annual Conference & Exposition

Authors

Jake Smithwick, Arizona State University; Joshua Jason Mischung, Arizona State University - Performance Based Studies Research Group; Kenneth Timothy Sullivan, Arizona State University

Tagged Divisions

Construction

twenty-nine students.The researchers evaluated each group’s project report and categorized their predominantapproach to performing the quantity takeoffs. There were three categories:  Manual – the group primarily employed hardcopy plans, using rulers, calculators, and other manual QTO methods  Automated – the group primarily used On-Screen Takeoff (or similar software) to calculate the QTOs  Both – the group used a combination of Manual and Automated QTO methodsInitial Introduction of the Quantity Takeoff SoftwareStudents were introduced to the quantity takeoff software technology during week eight of thecourse. One of the researchers provided a one hour demonstration of the software for class oneweek prior to the

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

,discussion boards, web links, and others, to achieve learning outcomes. As more programs moveto online courses, understanding effective strategies for planning, designing and facilitating thesecourses becomes critical to success.BackgroundOld Dominion University has been delivering distance learning programs since 1994 and hasawarded 3000 baccalaureate and master’s degrees since the inception of its distance learningprograms. 1 Their engineering technology programs were one of the first degree programs at theuniversity to embrace distance education. There are three programs in the EngineeringTechnology Department at Old Dominion University: CET, Electrical Engineering Technology(EET) and Mechanical Engineering Technology (MET). Distance education

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

Arab Emirates University. In addition to his experience in the academia, Dr Zaneldin has more than thirteen years of work experience in areas related to design, construction su- pervision, and project management of mega size projects in North America and the Middle East. He has authored and co-authored several journal and conference publications in topics related to engineer- ing education and course management, design coordination, change management, site layout planning, constructability, claims and disputes, and simulation of design and construction operations.Dr. Amr M.I. Sweedan, UAE University Amr Sweedan is an associate professor of Structural Engineering and the Chairman of th Department of Civil and

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

hybrid learning course that was developedat a large Midwestern university consists of face-to-face interaction as well as online problemsolving demonstration modules and lecture videos. The two components, face-to-face interactionand online, must be synchronized and the content for each must be carefully planned in order forthe course to be successful. There is considerable research as well as trial and error developmenteffort that must be invested to develop both components of a hybrid learning course. However, inthis paper, the development of the online component will be discussed.In particular, this paper discusses the pilot implementation of the online component for hybridlearning in three construction engineering classes. The primary target

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

&McTaggart [20] was utilized to guide implementation of the research presented in this case Page 24.707.7study: 1) [carry] out a plan of action to improve what is already happening, 2) [take] actionto implement the plan, 3) observe the effects of action in the context in which it occurs, and4) reflect on these effects as a basis for further planning, and subsequent action.Research QuestionsOne of the goals of this research project was to investigate the effects of new formativeand summative assessment instruments upon student learning in the PBL-infused course.These instruments were designed and incorporated in the third offering of the

Conference Session

Pedagogical Approaches in Construction Education

Collection

2014 ASEE Annual Conference & Exposition

Authors

Suat Gunhan, University of Texas, San Antonio

Tagged Divisions

Construction

. They are also asked to explain theirapproach (involvement) from initiation to completion of projects by being specific and givingexamples of projects from different industry segments. During presentations, the instructorguides them on presentation skills as well.Findings and AnalysisIn order to have an idea about the students’ opinion on the learning experience, a survey which iscomposed of open-ended questions is given at the end of the presentations. The author plans for Page 24.29.4   detailed evaluation with statistical analysis after

Conference Session

Construction Division Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Suat Gunhan, University of Texas, San Antonio; Jing Du, University of Texas, San Antonio

Tagged Divisions

Construction

project planning due to the collaboration requirements between wide ranges of projectparticipants. Well-structured planning phase provides effectiveness in construction as well asmaintenance/operation and demolition phases. Since the top green building constructionproviders are construction management at risk (CM at Risk) and design-build (DB) contractors,it is suggested that is necessary to explore characteristics that can be extracted from thosedelivery methods to apply into a sustainable delivery method. The findings indicate that there aremany characteristics of conventional delivery methods that can contribute to various projectphases of a sustainable project delivery. Therefore, defining a sustainable building projectdelivery method needs

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

) and have included a youth center, fraternity house, state fairpavilion, dormitory, and planetarium, among others. Students and faculty typically meet with thedesigners and constructors and tour the ongoing project during the semester.Course requirements are centered on six major assignments that are due throughout the term. Theassignments simulate the construction process, from responding to an RFQ (Request ForQualifications) to a simulated bidding exercise to detailed estimates and site logistics planning,three oral presentations, written document submissions, and a reception for industry members.Students are graded on assignments as a team, but also conduct internal evaluations to identifyany students who do not contribute adequately. Teams

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

execution (Fig4). The class was finally required to develop up to 50 risk items. Feasibility Analysis Business Planning Project Financing Project risk Conceptual Planning Pre-project planning Detailed Scope Definiton Legal/Issurance/Risk Review Desgin Project Execution Construction Facility Operations

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

structure to deliver BIM content to servedifferent needs of the students at different computer skill level and various industry experiences.This structure can also be adapted for BIM education for experienced industry practitioners.Feedback from the students, instructor observations, and recommendations for the computerexercises are also included in the paper.Course Components and Grading StructureThe “BIM for Construction Management” course was offered as three-credit hour electivecourse. The target audience was mainly senior and junior construction majors, who alreadycompleted basic construction courses including plan reading, estimating, scheduling, and projectmanagement. Since it was the only BIM course in the curriculum at the time, the course

Conference Session

Construction Safety and Risk Management

Collection

2014 ASEE Annual Conference & Exposition

Authors

Neil Opfer, University of Nevada, Las Vegas; David R. Shields P.E., University of Nevada, Las Vegas

Tagged Divisions

Construction

program. A subsidiary benefit was that in planning Page 24.320.7for safety it also forced one to better plan for the work package itself. Therefore there was notonly a safety benefit but a productivity benefit as well.In discussions with safety-conscious contractors in the years since then this author has beenstruck by how many of those contractors follow this same practice of mandatory pre-job JSAsattached to their work packages.Mandatory Substance Abuse TestingNumerous contractors over the years have implemented requirements for substance abuse testingfor their employees on either a pre-job basis, randomly, or on a post-accident basis. In

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

so interested in the class material he decided to pursue an M.S. in Construction. John also interned this past summer at SUNDT Construction as a project engineer assistant. He was in charge of the RFIs, supervised the painting and mill work, pedestrian safety, and the close out of the projects. John’s future plans are to pursue a doctoral degree in construction management, increase his work experience in the construction field, and then teach someday.Prof. Dean Takeo Kashiwagi, Arizona State University A renowned expert, educator, and researcher in best value procurement and risk/project management for more than two decades; he’s a respected adviser and mentor within the association, the public sector, and

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

faculty who coordinate the course according to acurriculum plan developed by the SDL Committee. Individual student design teams of 4-8students are managed by Faculty Advisors who are coordinated by the Course Faculty. Inaddition, each design team is assigned one or more Technical Consultants from the schoolfaculty to provide in depth technical guidance during their project. In addition, projects with asignificant Human Centered Design element are also assigned a Social Context Consultant toassist the team in developing their project in concert with the sponsoring community. Each teamis assigned to a client sponsored project. Project clients are extremely diverse, and includecompanies, on-campus organizations, governmental organizations, non

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

] Page 24.428.2These findings echo a trend toward more inductive or project based learning that has been Page 1 of 10documented in recent literature. [5,6,7,8,9,10,11,12] As such, new models are required to movethe STEM disciplines forward.Finger, et al. informs that rarely does a professor or a company plan to use the results generatedfrom an engineering project performed by engineering student groups. Furthermore, the studentswork in an unstructured environment even if project roles have been assigned. [13] In addition,collaborative work or team assignments are frequently completed by students workingindependently during the project and combining work near

Conference Session

Construction Division Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Ifte Choudhury, Texas A&M University

Tagged Divisions

Construction

sq. ft. Data on different variables was collected for the samebuilding, assumed to be constructed in all the selected locations. Data collection forbuildings using BIPV roof tiles was done using SAM.Annual incident energy striking a roof surface is a function of solar altitude and azimuthangles. SAM selected the part of the roof that would contribute to energy savings whenBIPV roof tiles were installed. Figure 1 shows the roof area selected by SAM for thispurpose. Cost comparison was done based on only this part of the roof. Figure 1. Roof plan of prototype building showing the location of BIPV roof tilesVariablesEnergy savings (ENERGY): These are the net savings in electrical energy costs for abuilding using BIPV systems, during

Conference Session

Construction Contracts, Law and Ethics

Collection

2014 ASEE Annual Conference & Exposition

Authors

Megan Renae Miller; Carla Lopez Del Puerto, Colorado State University; Rodolfo Valdes-Vasquez, Colorado State University; Kelly Strong

Tagged Divisions

Construction

that: The Owner, Architect and Contractor have agreed to plan, design, and construct the Project in a collaborative environment following the principles of Integrated Project Delivery and to utilize Building Information Modeling to maximize the use of their knowledge, skills, and services for the benefit of the Project. The Architect and Contractor will deliver the Project in the following phases, which may overlap: Conceptualization, Criteria Design, Detailed Design, Implementation Documents, Construction and Closeout (American Institute of Architects, 2008, p. 11).From the beginning of the AIA document the language of the document seems to be very rigid asopposed to flexible. By defining the exact order of the project delivery

Conference Session

Assessment in Construction Education

Collection

2014 ASEE Annual Conference & Exposition

Authors

Kristen Caroline Hurtado, Arizona State University; Dean Takeo Kashiwagi; Kenneth Timothy Sullivan, Arizona State University

Tagged Divisions

Construction

bebeneficial when they are coupled with audio narration and mostly aid learners that are novices17.Videos have been quite varied in their design and application to learning environments22. Thedesign of rich media for classrooms should be carefully planned to optimize the learning processin the construction management curriculum.Benefits and LimitationsRich media and videos have the potential, if properly utilized, to optimize both instructors’ andstudents’ valuable time and resources. For students, using videos allows them to access thematerial on-demand, moderate the controls (start, stop, and speed of videos), and can be watchedoutside of the classroom environment1. This type of executive control and autonomous learninghas shown to be more impactful