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

level with theuse of reflective post-activity questions. These questions examine the value of the active andexperiential activities employed in the undergraduate introduction to construction classroom.MethodsStudent-developed games were designed and played over three game days, referred to as GameDay 1, 2, and 3, within the Building Construction Materials Methods, and Equipment course.The assessment of the student games was conducted via three methods, a student peer-to-peerfeedback questionnaire, an instructor assessment questionnaire and a student self-reflectionjournal entry. The game days and game evaluation methods are described below.Students were divided into groups of 4-6 people to split the 56-person classroom into 10 totalgame-design

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

be open-minded about sharing their life, work andeducational experiences. Visual barriers that hinder some students are eliminated, and studentshave time to reflect in preparation of written responses. Since most course correspondence is bywriting, students must be able to communicate clearly through writing. Students need to be self-motivated and self-disciplined to stay on schedule with the course materials and assignments.When they have problems with the course content or assignments, they need to speak up.Instructors are not able to recognize student problems from visual interactions and cannot help ifthey are not notified of problems. Students need to recognize that they are responsible for theirlearning and need to be proactive. On

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

Asynchronous, Collaborative Learning Environment.” ETR&D, v. 54, no. 4, p. 331- 354.9. Wan, J., et. al. (2008). “A Study on the Use of Cooperative Learning Strategies in a Computer Literacy Course” College & University Media Review, v. 14, p. 21-6310. Morgan, B. M. (2003). “Cooperative Learning in Higher Education: Undergraduate Student Reflections on Group Examinations for Group Grades.” College Student Journal, v. 37, no. 1, p. 40-4911. Terenzini, P., Cabrera, A., Colbeck, C., Parente, J., Bjorklund, S. (2001) “Collaborative Learning vs. Lecture/Discussion: Students’ Reported Learning Gains,” Journal of Engineering Education, p. 123-13012. Micheal Prince, R. F. (2007). “The Many Faces of Inductive Teaching and Learning

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

importance of this trend is reflected in higher education withthe introduction of sustainable practices into construction curricula. There are several differentmethods of delivering sustainability content including stand-alone lecture courses, structureddiscussions in various construction courses, and a broader coverage of concepts across thecurriculum. However, these methods are usually limited to a face-to-face lecture format becauseof the type and depth of the content. Case studies may be presented to demonstrate theapplication of the concepts, but the focus quickly shifts to a lecture format especially whencodes, standards, and rating systems are to be covered. Attracting and maintaining studentinterest becomes a challenge under these

Conference Session

Construction Contracts, Law and Ethics

Collection

2014 ASEE Annual Conference & Exposition

Authors

Brian William Loss JD, Purdue University, West Lafayette

Tagged Divisions

Construction

have becomedominated by exculpatory and risk shifting clauses that not only fail to reflect the intent of theparties but often place one party at a greater risk than they had anticipated. These writings oftenreflect a set of conditions that the offeree will accept as a matter of business expediency. Thisacceptance of unfamiliar provisions creates an agreement that represents a disconnect inexpectations between the two parties. This is in contrast with the meeting of the minds that wasonce required for actual contract formation. As these provisions have become more commonthey have been legitimized by what is referred to as custom and usage: the conduct has beendone repeatedly in the course of business and so it becomes acceptable business

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

estimating, project management, and client coordination.The goal is to change the students’ role from a traditional reactionary model who listens tolectures and takes notes, to a subject matter expert. This new style of teaching has the studentstake the curriculum, research it, interface with the industry, utilize legal expertise, problem solvethe material and then teach the results to their peers. The new student transition increasedparticipation of other students and in their understanding of the topics being learned. Page 24.1248.5 Class FormatThe new class format reflected the students’ transformation

Conference Session

Pedagogical Approaches in Construction Education

Collection

2014 ASEE Annual Conference & Exposition

Authors

Suat Gunhan, University of Texas, San Antonio

Tagged Divisions

Construction

members’experience and capabilities but also their people skills are evaluated by owners. Team members’body language reflects both their respective role (superintendent, project manager, projectengineer, project executive, etc.) and their personality.Teaching MethodologyThe project delivery methods are first covered in a traditional lecture. In addition to theoreticalknowledge, students are also introduced to the Top Companies’ Lists of Design-Build,Construction Management at Risk, and Construction Management for Fee type of deliverymethods published by the Engineering News Record (ENR) Magazine8, 9. It becomes easier todeliver the content when actual data is incorporated from the industry because students are moreinterested with theoretical content when it

Conference Session

Construction Materials and Technologies

Collection

2014 ASEE Annual Conference & Exposition

Authors

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

Tagged Divisions

Construction

measuring criteria are shown in the following table: Potential Outlier Studentized ti Cook’s Di DFFITSi DFBETASk>1 Y22 -3.436 0.194 -1.593 1.160 (k=3)By examining measures of influence, it is concluded that removing this outlier from the samplewill not significantly affect the fitted regression; however, it will change the coefficient of  3much. So it must be carefully discussed whether current model should be fixed or improvedfurther.Model 3: The final modelAfter the outlier is removed from the sample, the P-value of hypothesis test H 0 :  3  0 increasedfrom 0.0742 to 0.2451, which exactly reflects the meaning of DFBETAS . This has

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

experience due to the PhD requirements.The attainment of a PhD has grown as a requirement as research and external funding for hasbecome more important. The essential aspect of industry experience is a result of the appliedscience nature of construction management education. 6 The importance is reflected not only injob postings but also in accrediting body requirements. Both the Accreditation Board forEngineering and Technology (ABET) and the American Council for Construction Education(ACCE) note that faculty in construction engineering and construction engineering programsshould have relevant professional experience. 1, 2 In fact, ABET considers this one of the ways inwhich faculty demonstrate their competence. 1This current demand on faculty for

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

. Page 24.589.6 Figure 1: Background Information about the Surveyed EngineersSome of the surveyed engineers are nationals of countries outside the MENA region but theygraduated from universities in the MENA and worked in the region. Also, more than 65% of therespondents graduated in the year 2000 and after and, as such, the overall opinion of thesurveyed engineers is likely to reflect the current situation in terms of construction safetyeducation. It was also found that, 57% of the surveyed engineers have a degree in civilengineering while 22% have a degree in architectural engineering. The remaining (21%) have adegree in electrical engineering, mechanical engineering, or other engineering disciplines.When

Conference Session

Construction Safety and Risk Management

Collection

2014 ASEE Annual Conference & Exposition

Authors

Yilmaz Hatipkarasulu, University of Texas at San Antonio; Harrison Pierce, Linbeck Group, LLC; Suat Gunhan, University of Texas at San Antonio; Rui Liu, The University of Texas at San Antonio

Tagged Divisions

Construction

searched for “fatality only”incidents for Standard Industry Codes 8 (SIC) 15, 16, and 17 that reflect building contractors,heavy/civil contactors, and special trade contractors respectively in June 2011. The search isfiltered for incidents in a 10-year span from January 1, 1998 to December 31, 2007 resulting in6379 fatality reports that contain SIC codes in the construction industry. While the reports goback to as early as 1990, between the years 1997 and 1998 the reporting method of fatalities wasmodified and more data became available after 1998.As illustrated in Figure 1, the database search results showed that Falls had the highestpercentage of fatal causes with 41%, followed by Struck by with 27%, caught-in/between with10% and electrocution

Conference Session

Construction Division Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Ifte Choudhury, Texas A&M University

Tagged Divisions

Construction

havebeen lumped together as the dependent variable. This probably has resulted in a predictiveefficacy of the model which is not very high. This factor should be taken into account forfuture studies.Cooling degree days were also assumed to have a direct relationship with energyconsumption in this study. But surprisingly, the results of the study did not indicate anysuch correlation. One of the reasons maybe the lack of discrimination between weather-related and base energy consumption. The presence of LOCATION as an independentvariable may also have affected the outcome; cooling degree days for the different climaticzones may not have quantitatively reflected the zone locations. This factor is also requiredto be investigated in future research

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

part of the model fixed, and only repeat the process describedabove on the affected part of the model. The final results will be synthesized to reflect the changein state of the model.Fig 3 demonstrates the user interface of RISK. The major components include the user input area(Area A) and the result demonstration area (Area B). In addition, the heat map of risk analysiscan be shown in Area C, which locates risk items in different sections according to the likelihoodand impacts. Risk items can also be ranked in RISK based on the overall impacts on the project(Area D). Page 24.795.6

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

the recipient class of this newly acquired knowledge(Customer). The development of these forms was done in an iterative process to allow for theproper allocation of topics and matching subject–to-class. The mapping was complemented by acourse flowchart reflecting the course sequence and time of offering as shown in figure 2,allowing for the different stakeholders (students, faculty, administrators, employers, parents, etc.)to see a clear road map leading to better planning and resulting in a timely graduation. Uchiyamaet al (2009) have stated that creating a visual representation of the curriculum based on real timeinformation is a way of increasing collaboration and collegiality in higher education. On thecourse flowchart, the core classes

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

Learned and Assessment Tool Target Questions Page 24.151.8Upon reflection of the past three semesters, the instructors derived lessons learned and areas ofpotential improvement for subsequent semesters as: the use of learning analytics, refined videodesign, and creation of course instructional method introductory materials. One of the areasneeding further research is how to best compare student performance in traditional versus richmedia environments, despite the dynamic nature of instruction in tailoring the approach to thestudents’ needs and content.In S2, the instructors were first introduced to learning analytics – a way for instructors to

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

environment as well as ensuring human health and comfort11. The greater partsof project delivery no longer rest with production but rather with the reproduction ofknowledge12. As an organization, the construction industry is expected to turn focus towardspreserving and reproducing sustainable project delivery ideology rather than only focusing on thetraditional thoughts of simply decreasing the overall schedule and minimizing total costs. Thedeveloping delivery systems must have characteristics that reflect the need for environmentalsensitivity, positive attitudes about social equity, and the desire to have economic prosperity12The information stated in the previous section describes the concepts that should be used alongwith the new ideas of

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

online modules are the same as those used for lecture videos. Thefirst step in creating a module is to create problem statements and feedback scenarios based onthe course materials. The problem statements and feedback scenarios are well-defined problemsthat the students solve that reflect the material being taught in the class. The reason there aremultiple scenarios is because Lectora has function that will generate random scenarios. This iseffective for the online modules because each student will have a different scenario of a givenproblem. The tools used for this step can be very basic. In this study the information was kept ina word file or excel file. After the information is developed in Word or Excel, it is important thatit is reviewed

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

for a high percentage of sound safety behaviors on a project should be significantenough to be an important part of the compensation for supervisors and managers. If the projectteam is overwhelmingly rewarded for project metrics as production, quality, cost and schedule tothe point where safety rewards are minimal then safety will typically be ignored by the team.Safety because of its impact on the worker's compensation cost structure should be reflected inthe reward system. Another aspect of this is to select the project team based on their ratings as toenforcing safety behavior on projects. The problem here is that it is easier to measure metricssuch as cost and schedule because the systems for their measurement is already in place.Systems

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