Conference Session

Construction Session 3: Curriculum

Collection

2016 ASEE Annual Conference & Exposition

Authors

Eric A Holt, University of Denver; Mark Shaurette, Purdue University, West Lafayette; Christine L Chasek, University of Nebraska at Kearney

Tagged Divisions

Construction

practices [38-41]. Despite the questioning of theapplication of learning style research and assessment tools in the classroom, learning styleassessment is still widely utilized in classroom settings in many different types of courses.Of the many models, there are three learning style models that are utilized in engineeringeducation [13, 16, 42, 43]. The first is Kolb’s Learning Style Model [23]. Learners are classifiedinto four types. Type 1 are concrete and reflective. They ask “why” and want to connect howcourse materials relate to their experience, interest, and future careers. Type 2 are abstract andreflective. They ask “what” and connect with information that is presented in an organized andlogical order. They will then think about the

Conference Session

Construction Division Poster Session

Collection

2016 ASEE Annual Conference & Exposition

Authors

Namhun Lee, Central Connecticut State University; Jacob P. Kovel P.E., Central Connecticut State University; Lee W. Lee, Central Connecticut State University

Tagged Divisions

Construction

and services  Relations with industry  Relations with the general publicCurrently, the ACCE has only four CM master’s degree programs accredited.9 The number ofCM master’s degree programs accredited and the number seeking accreditation are expected togrow. The curriculum is an important criteria for accreditation. According to the ACCEdocument 103MD:8 “The purpose of the curriculum is to provide an education that will lead to a leadership role in construction and to prepare the student to become a responsible member of society. The curriculum should be responsive to social, economic, and technical developments and should reflect the application of evolving advanced knowledge in construction

Conference Session

Construction Session 2: PM, BIM, and Collaboration

Collection

2016 ASEE Annual Conference & Exposition

Authors

Hossein Ataei P.E., Syracuse University; Ossama M. Salem, University of Cincinnati

Tagged Divisions

Construction

diverseteams; to reflect and act ethically; to engage in lifelong learning; and to design in context.However, there are few courses in engineering curricula that could encompass all thesecompetencies in one single course. “Construction Regulations and Organizational Management”is a graduate/senior level course that is designed and introduced to the Civil Engineeringcurriculum with these objectives in mind. A Project-Based-Learning (PBL) course in nature, thefirst module of the course engages student teams to research on the engineering entrepreneurshipand the required regulations for starting a design/construction firm either in the United States orinternationally. As the course progresses, the students will make presentations on safety,environmental

Conference Session

Construction Session 1: Sustainable Practices

Collection

2016 ASEE Annual Conference & Exposition

Authors

Scott Kelting, California Polytechnic State University, San Luis Obispo; Eric A. Holt, University of Denver; Nathan Barry, University of Nebraska - Kearney

Tagged Divisions

Construction

inparagraph form. Unlike the discussion assignments, once turned in, students could not see eachother’s responses. The assignments were designed to check the students’ comprehension of whatthey read and watched.DiscussionsEach week there was a discussion in which the students were required to participate. Thestudents are required to post a response to the assigned topic by Tuesday of that week, inaddition to two other students’ posts by Thursday. Requiring that the students respond to others’posts involved reflecting upon the ideas of fellow students. Since a variety of majors areenrolled, this offers a unique, interdisciplinary aspect to the class. Students’ perspectives areinfluenced by their areas of study, and, as there was no one right answer to

Conference Session

Construction Session 3: Curriculum

Collection

2016 ASEE Annual Conference & Exposition

Authors

Anthony Torres, Texas State University, San Marcos; Vedaraman Sriraman, Texas State University, San Marcos; Araceli Martinez Ortiz, Texas State University, San Marcos

Tagged Divisions

Construction

arepeated comparative research approach. The assessment methods analyzed in this study as compared to past studiesincluded both subjective (indirect) and objective (direct) measures. The indirect measureincluded a pre and post questionnaire (before and after project experience) in which thewording was slightly modified based on the reflections of the instructor and informed bythe continuous improvement process. Additionally, video lectures/documentaries of real-world construction projects were shown to the students followed by assessment of thestudents. Such assessments included a post-questionnaire that included assessment oflearning outcomes and objective based questions, which were graded. The direct measuresincluded homework grades, in

Conference Session

Construction Session 2: PM, BIM, and Collaboration

Collection

2016 ASEE Annual Conference & Exposition

Authors

Namhun Lee, Central Connecticut State University; Linda Reeder, Central Connecticut State University

Tagged Divisions

Construction

and criteria established by accrediting agencies such as theACCE for BIM education. This may be one of the reasons why many CM programs are stillstruggling with incorporating BIM education in their curricula. To support industry innovation,CM programs should offer BIM education to students for their future careers.Innovative construction companies (e.g., Turner, Skanska, Whiting-Turner, etc.) have creatednew BIM and virtual design and construction (VDC) positions as they transition from traditionalpractices to ones integrating BIM technology into their organization. To reflect this industrydemand and change, CM programs have been gradually introducing BIM in their curricula. Inliterature, the importance of BIM education for students’ future

Conference Session

Construction Session 4: Outside of the Construction Curriculum

Collection

2016 ASEE Annual Conference & Exposition

Authors

Joseph A Raiola III, Central Connecticut State University

Tagged Topics

Diversity

Tagged Divisions

Construction

thesame side and removes the adversarial nature of a traditional construction project. Therefore,these skills align with research on what BIM should look like. The final skill, writtencommunication, is important because of the nature of construction, being able to communicateintent and requirements efficiently through writing. This has been and will continue to be anecessity in the industry.DiscussionImplications for Construction Management EducationCurriculum developers and instructional designers should find this research particularly useful.In reflecting on the findings it is worthy to note that BIM education is not as simple as atechnical skill or learning a piece of software. On the contrary, true BIM education withinconstruction management