Conference Session

Construction Engineering Division: Career Preparation

Collection

2025 ASEE Annual Conference & Exposition

Authors

Jingyuan Shen, Georgia Institute of Technology; Jing Wen

Tagged Topics

Diversity

Tagged Divisions

Construction Engineering Division (CONST)

clearer or stronger career aspirations,which could be further examined in future studies with larger and more diverse samples. Thelack of significant changes, particularly for self-efficacy and outcome expectations, may beexplained by the limited duration of the intervention. A two-week program may not providesufficient time to foster measurable shifts in students' confidence or expectations. Anotherpossible explanation for the limited change is that voluntary participation in this construction-related program may reflect a preexisting higher baseline of construction-related confidence andexpectations, resulting in a smaller observable increase.3.2 Correlation analysis for both pre-and post-programThe non-parametric method was used to analyze the

Conference Session

Construction Engineering Division: Curriculum Development

Collection

2025 ASEE Annual Conference & Exposition

Authors

Carmen Paz Munoz, Universidad Andres Bello, Santiago, Chile; Monica Quezada-Espinoza, Universidad Andres Bello, Santiago, Chile

Tagged Divisions

Construction Engineering Division (CONST)

the course, before initiating the thesis portfolio. Studentscomplete the Survey about Collaboration Skills (SCS) and Senses on Belonging and Self-Efficacy Survey (SBSS) to establish baseline data during this session. The second activity(Activity 2) is conducted in Week 14, following the academic recess in Week 13, ensuring itdoes not interfere with other evaluated course activities. This session focuses on conflictresolution and teamwork, complemented by reflective discussions. Finally, the third activity(Activity 3) takes place in Week 17 during the course's closing session. This final sessionintegrates a continuous improvement exercise and a second application of the SCS and SBSSsurveys to measure changes and outcomes across the semester

Conference Session

Construction Engineering Division (CONST) Poster Session

Collection

2025 ASEE Annual Conference & Exposition

Authors

Behnam Shadravan, Florida A&M University; Doreen Kobelo Regalado, Florida A&M University - Florida State University

Tagged Topics

Diversity

Tagged Divisions

Construction Engineering Division (CONST)

instruction and real-world application. Studies show that participation incompetitions fosters critical thinking, problem-solving, leadership, and teamwork skills [1, 2].Additionally, competitions provide opportunities for networking, exposing students to industryprofessionals and enabling them to build relationships that are instrumental in their careertrajectories [3, 4].Competitions also improve students' self-efficacy and confidence in their abilities. A study byHaidet, et al. (2014) concluded that students who participated in team-based competitionsexhibited greater confidence and competence in handling complex problems [5]. Furthermore,competitions provide a platform for students to demonstrate their talents and gain recognition,which can lead

Conference Session

Construction Engineering Division: Curriculum Development

Collection

2025 ASEE Annual Conference & Exposition

Authors

Rodolfo Valdes-Vasquez, Colorado State University; Mehmet Egemen Ozbek; Papa Ansah Okohene, Colorado State University; Zachary Lopez

Tagged Divisions

Construction Engineering Division (CONST)

about the FWV on day one of class in a video that setsthe stage for an exploratory semester of learning. The findings showed that 59% chose FWV-related resources over the traditional readings, which is an extremely high level of engagement.In-class assignments regarding FWV scenarios, like the Floating City, created a real atmosphereof creativity and investigation.Bielefeldt [4] also pointed out the motivational theories of the course design. Using theExpectancy Value Theory, a mix of self-efficacy, intrinsic interest, and utility values promotedstudent motivation. The choice was a valued factor to be used for increasing engagement.Students could choose contexts or themes that meant something to them, which gave a degree ofautonomy- a